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Autistic Young Adults' Experiences in Physical Activity: A Phenomenological Study

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Title: Autistic Young Adults' Experiences in Physical Activity: A Phenomenological Study
Language: English
Authors: Ashlyn Barry, Justin A. Haegele (ORCID 0000-0002-8580-4782), Kristen A. Pickett, Daniel Schaefer, Luis Columna (ORCID 0000-0003-3586-3191)
Source: Autism: The International Journal of Research and Practice. 2025 29(10):2412-2424.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Autism Spectrum Disorders, Young Adults, Physical Activities, Team Sports, Parent Influence, Aging (Individuals), Athletics, Social Support Groups, Peer Influence, Achievement, Goal Orientation, Psychological Patterns, Self Esteem, Stress Management, Locus of Control, African Americans, Experience, Motivation, Mental Health, Physical Fitness
Geographic Terms: Florida, Tennessee, Michigan, Texas, New York
DOI: 10.1177/13623613251338377
ISSN: 1362-3613
1461-7005
Abstract: Young adulthood is a key period for establishing lifelong physical activity (PA) habits, yet little is known about how autistic young adults experience PA. The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Thirteen autistic young adults (ages 22-25) participated in semi-structured interviews about their PA experiences. A phenomenological qualitative approach with an interpretivist paradigm guided this study. Participants described how their PA experiences evolved over time. In childhood, many engaged in team sports, often encouraged by their parents. As they transitioned to adulthood, they shifted toward more independent activities (e.g. running, yoga). Social support from friends and teammates was a strong motivator, while personal achievements (e.g. reaching fitness goals) helped to build a sense of pride. Many participants emphasized the mental and emotional benefits of PA, including increased confidence, reduced stress, and a greater sense of control. These findings described how autistic young adults engaged in PA as they moved into adulthood and pointed to important factors to consider when creating supportive PA opportunities for this population.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482875
Database: ERIC
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  Value: <anid>AN0187842539;f9d01oct.25;2025Sep11.06:02;v2.2.500</anid> <title id="AN0187842539-1">Autistic young adults' experiences in physical activity: A phenomenological study </title> <p>Young adulthood is a key period for establishing lifelong physical activity (PA) habits, yet little is known about how autistic young adults experience PA. The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Thirteen autistic young adults (ages 22–25) participated in semi-structured interviews about their PA experiences. A phenomenological qualitative approach with an interpretivist paradigm guided this study. Participants described how their PA experiences evolved over time. In childhood, many engaged in team sports, often encouraged by their parents. As they transitioned to adulthood, they shifted toward more independent activities (e.g. running, yoga). Social support from friends and teammates was a strong motivator, while personal achievements (e.g. reaching fitness goals) helped to build a sense of pride. Many participants emphasized the mental and emotional benefits of PA, including increased confidence, reduced stress, and a greater sense of control. These findings described how autistic young adults engaged in PA as they moved into adulthood and pointed to important factors to consider when creating supportive PA opportunities for this population. Many autistic young adults face challenges in staying physically active as they grow older. This study explores how they experience physical activity (PA), what it means to them, and how their participation changes over time. We talked to 13 autistic young adults (ages 22–25) about their PA experiences from childhood to adulthood. We used a qualitative approach to identify key themes in their stories. Participants shared how their experiences with PA changed over time. As children, many played team sports, often because their parents encouraged them to join. As they got older, they preferred activities they could do on their own, like running or yoga. Friends and teammates helped motivate them to stay active, while setting and reaching personal fitness goals gave them a sense of pride. Many also said that PA helped them feel better emotionally, giving them more confidence, reducing stress, and making them feel more in control of their lives. These findings show how PA can positively impact autistic young adults and provide information into how to create better PA opportunities for them. Encouraging independence, building motivation, and promoting social connections can help support their participation in PA.</p> <p>Keywords: African American; autism; interpretivist paradigm; physical activity facilitators; program design; qualitative research</p> <p>Physical activity (PA) is essential for overall health and well-being of autistic individuals ([<reflink idref="bib1" id="ref1">1</reflink>]). Regular PA can help lower the risk of cardiovascular disease, type 2 diabetes, and obesity ([<reflink idref="bib52" id="ref2">52</reflink>]) by improving cardiovascular function, insulin sensitivity, and metabolic regulation ([<reflink idref="bib7" id="ref3">7</reflink>]). Autistic individuals may experience a higher risk of these conditions due to lower PA levels, sedentary behavior, and barriers to accessing structured exercise programs ([<reflink idref="bib16" id="ref4">16</reflink>]; [<reflink idref="bib45" id="ref5">45</reflink>]; [<reflink idref="bib47" id="ref6">47</reflink>]). According to the American College of Sports Medicine (ACSM), children and adolescents, including autistic individuals, should engage in at least 60 minutes of moderate to vigorous PA each day. Adults should aim for 150 minutes of moderate-intensity PA or 60 minutes of vigorous-intensity PA per week ([<reflink idref="bib2" id="ref7">2</reflink>]). However, adherence to these guidelines remains low among autistic individuals across the lifespan. For example, an analysis of the 2016 National Survey of Children's Health found that only 22.2% of autistic children and 10.6% of autistic adolescents in the United States met the recommended 60 minutes of daily PA ([<reflink idref="bib32" id="ref8">32</reflink>]). This study included 1008 autistic children and adolescents between the ages of 6 and 17 years, providing a nationally representative US sample of PA behaviors in this population. Longitudinal data also indicate that PA levels decline with age. For instance, [<reflink idref="bib24" id="ref9">24</reflink>] found that PA participation among autistic youth (ages 9–18 years) steadily decreased over time, suggesting that low levels of PA persist into adulthood. Research on autistic adults similarly shows low PA engagement, with many exercising only once or twice per week ([<reflink idref="bib63" id="ref10">63</reflink>]), and just 10% participate in PA regularly ([<reflink idref="bib35" id="ref11">35</reflink>]).</p> <p>Beyond these general trends, several factors influence PA participation among autistic individuals, including sensory sensitivities, social dynamics, and environmental constraints ([<reflink idref="bib9" id="ref12">9</reflink>]; [<reflink idref="bib11" id="ref13">11</reflink>]; [<reflink idref="bib40" id="ref14">40</reflink>]). Sensory challenges, such as hypersensitivity to noise, bright lights, or specific textures, can make traditional exercise settings (e.g. gyms, sports fields) overwhelming and uncomfortable ([<reflink idref="bib57" id="ref15">57</reflink>]). In addition, structured PA often involves complex social interactions, and experiences with exclusion or negative peer interactions can discourage continued participation ([<reflink idref="bib38" id="ref16">38</reflink>]). Environmental barriers, such as lack of accessible programs, transportation difficulties, and limited community-based opportunities, can further restrict PA participation for this population ([<reflink idref="bib33" id="ref17">33</reflink>]; [<reflink idref="bib46" id="ref18">46</reflink>]). Conversely, social support from family and friends and guidance from trained professionals were key facilitators for regular PA participation among autistic individuals ([<reflink idref="bib9" id="ref19">9</reflink>]).</p> <p>Autistic individuals' perspectives on PA are often underrepresented in research, but recent studies are beginning to explore their experiences ([<reflink idref="bib49" id="ref20">49</reflink>]; [<reflink idref="bib65" id="ref21">65</reflink>]). [<reflink idref="bib19" id="ref22">19</reflink>], for example, examined PA adoption and maintenance among autistic adults (ages 18–55 years) and found that environmental, sensory, and social factors played a significant role in participation. Support from family and friends encouraged participation in PA, while negative peer interactions and inaccessible environments created barriers. Other studies have also interviewed autistic adolescents (ages 12–16 years; [<reflink idref="bib4" id="ref23">4</reflink>]) and parents of autistic children ([<reflink idref="bib8" id="ref24">8</reflink>]) about their PA experiences, but research on autistic young adults remains limited. While these studies provide some perspective on different stages of the lifespan, there is little research on how autistic young adults (ages 18–25 years) experience PA, especially as they move from structured childhood activities to more independent forms of exercise.</p> <p>Young adulthood represents a critical transition period for the development of lifelong PA habits, as individuals gain more independence and take on new responsibilities, such as college, employment, and independent living ([<reflink idref="bib66" id="ref25">66</reflink>]). Many autistic young adults face additional challenges during this transition, including self-advocacy, accessing the right support systems, and adapting to less structured environments ([<reflink idref="bib34" id="ref26">34</reflink>]). Given the importance of this stage, more research is needed to understand how autistic young adults engage in PA and what factors influence their experiences. Thus, the purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences.</p> <hd id="AN0187842539-2">Methods</hd> <p></p> <hd id="AN0187842539-3">Research approach</hd> <p>This study adopted a phenomenological qualitative approach, focusing on exploring autistic young adults' experiences with PA and the meanings they ascribe to such experiences. Phenomenology seeks to uncover the "common meaning for several individuals of their lived experiences of a concept or phenomenon" and to describe the "universal essence" of these experiences by integrating individual perspectives into a holistic ([<reflink idref="bib23" id="ref27">23</reflink>], p. 75). Through phenomenology, researchers can draw general conclusions about a specific phenomenon ([<reflink idref="bib50" id="ref28">50</reflink>]). [<reflink idref="bib44" id="ref29">44</reflink>] emphasized that researchers should acknowledge the philosophical underpinnings of their research to guide the appropriate selection of methodologies used to explore phenomena. This study was conducted within an interpretivist research paradigm, focusing on understanding participants' views and their interpretations of the world ([<reflink idref="bib28" id="ref30">28</reflink>]). To support this approach, we adopted a relativist ontology, which asserts that reality is a subjective shaped by individual experiences ([<reflink idref="bib26" id="ref31">26</reflink>]; [<reflink idref="bib59" id="ref32">59</reflink>]). Our epistemological stance is constructivist, meaning that knowledge is co-constructed between researchers and participants rather than objectively discovered ([<reflink idref="bib17" id="ref33">17</reflink>]). This perspective influenced how we analyzed the data, emphasizing reflexivity and interpretation in the construction of themes. The specific analytical process is detailed in the Data analysis section.</p> <hd id="AN0187842539-4">Participants</hd> <p>Participants were recruited through flyers, social media, and snowball sampling. Physical flyers were posted in coffee shops and on bulletin boards, while digital copies were shared on social media. The snowball sampling technique, a common method in qualitative research ([<reflink idref="bib48" id="ref34">48</reflink>]), involved asking eligible participants to recommend others who may be interested and meet the inclusion criteria ([<reflink idref="bib27" id="ref35">27</reflink>]). To participate in the study, individuals needed to (a) be 22–25 years old, (b) identify as autistic, (c) have the ability to communicate verbally and understand receptive language, (d) be proficient in English, and (e) have current or previous PA experience. Exclusion criteria included: (a) presence of orthopedic impairments, (b) non-ambulatory status, (c) non-verbal communication status, and (d) a diagnosis of cognitive disabilities. We selected the 22–25 age range because this period marks a key transition into adulthood, when individuals begin developing independent PA habits while managing new responsibilities such as work, higher education, or independent living. Participants were included if they self-identified as autistic; a formal diagnosis was not required, as our focus was on participants' self-identified experiences with autism, consistent with qualitative approaches that center lived experience ([<reflink idref="bib3" id="ref36">3</reflink>]). PA experience was broadly defined to include both structured and unstructured activities, such as recreational sports, gym workouts, home-based exercise, and community-based PA programs. There were no specific frequency or intensity requirements, as the study aimed to explore a wide range of PA experiences rather than assess a particular level of engagement. Eligible participants were screened via phone to confirm their eligibility, explain the study, discuss the consent form, and address any questions. Interested participants were then sent an electronic consent form. This study was approved by the lead author's institutional review board.</p> <p>Thirteen participants met the eligibility criteria and were enrolled in the study, with a mean age of 23.6 years old, and approximately half were female (<emph>n</emph> = 7). All participants identified as African American, which, although unintentional, adds additional value given the underrepresentation of African American voices in research ([<reflink idref="bib67" id="ref37">67</reflink>]). Education levels varied, with six participants having completed high school, two holding an associate's degree, and five holding a bachelor's degree. Participants were located across several US states, including Tennessee (<emph>n</emph> = 7), Michigan (n = 2), New York (n = 2), Florida (n = 1), and Texas (n = 1), indicating that digital flyers were the successful recruitment strategy. Refer to Table 1 for each participant's complete demographic information. Pseudonyms were used in the table and throughout to ensure anonymity.</p> <p>Table 1. Participant demographic information.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Pseudonym</th><th align="left">Sex</th><th align="left">Age</th><th align="left">Race</th><th align="left">Education</th><th align="left">Employment status</th><th align="left">State of residence</th></tr></thead><tbody><tr><td>Dale</td><td>Male</td><td>24</td><td>African American</td><td>Associate's degree</td><td>Part-time</td><td>Florida</td></tr><tr><td>Stacy</td><td>Female</td><td>25</td><td>African American</td><td>Bachelor's degree</td><td>Full time</td><td>Tennessee</td></tr><tr><td>Emma</td><td>Female</td><td>24</td><td>African American</td><td>Bachelor's degree</td><td>Part-time</td><td>Tennessee</td></tr><tr><td>Holly</td><td>Female</td><td>23</td><td>African American</td><td>Bachelor's degree</td><td>Part-time</td><td>Tennessee</td></tr><tr><td>Kellie</td><td>Female</td><td>23</td><td>African American</td><td>Bachelor's degree</td><td>Part-time</td><td>Tennessee</td></tr><tr><td>Olivia</td><td>Female</td><td>24</td><td>African American</td><td>Associate's degree</td><td>Part-time</td><td>Tennessee</td></tr><tr><td>Anna</td><td>Female</td><td>25</td><td>African American</td><td>High school</td><td>Searching for employment</td><td>Michigan</td></tr><tr><td>Mitch</td><td>Male</td><td>22</td><td>African American</td><td>High school</td><td>Part-time</td><td>Tennessee</td></tr><tr><td>Harry</td><td>Male</td><td>22</td><td>African American</td><td>High school</td><td>Searching for employment</td><td>Texas</td></tr><tr><td>Melissa</td><td>Female</td><td>24</td><td>African American</td><td>High school</td><td>Part-time</td><td>Michigan</td></tr><tr><td>Ryan</td><td>Male</td><td>24</td><td>African American</td><td>Bachelor's degree</td><td>Part-time</td><td>Tennessee</td></tr><tr><td>Alec</td><td>Male</td><td>24</td><td>African American</td><td>High school</td><td>Part-time</td><td>New York</td></tr><tr><td>Ben</td><td>Male</td><td>23</td><td>African American</td><td>High school</td><td>Part-time</td><td>New York</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187842539-5">Data collection</hd> <p>Data were collected via one-on-one semi-structured interviews, conducted either in person or via Zoom to reduce accessibility barriers ([<reflink idref="bib29" id="ref38">29</reflink>]; [<reflink idref="bib43" id="ref39">43</reflink>]). The interview protocol consisted of open-ended questions, allowing the conversation to flow naturally and enabling the researchers to ask follow-up questions as needed. The aim was to explore their PA experiences and the meaning ascribed to participation. Interviews lasted between 35 and 60 minutes and were audio recorded for analysis. Sample questions included: (a) Can you describe your PA experiences growing up? (b) What do you enjoy about PA? (c) Can you share a particularly meaningful experience you had while participating in PA?</p> <p>To help participants prepare for the interview, we shared the interview guide one week in advance ([<reflink idref="bib19" id="ref40">19</reflink>]; [<reflink idref="bib30" id="ref41">30</reflink>]; [<reflink idref="bib51" id="ref42">51</reflink>]). During the interview, questions were displayed on PowerPoint slides which were occasionally supplemented with pictures for clarity. The interviewer also provided definitions and examples of PA to ensure full understanding ([<reflink idref="bib61" id="ref43">61</reflink>]). Participants were informed that they could invite a parent, friend, or other loved one for support during the interview ([<reflink idref="bib36" id="ref44">36</reflink>]). However, none chose to do so.</p> <hd id="AN0187842539-6">Data analysis</hd> <p>After the interviews, all audio recordings were transcribed using the Microsoft Word Transcription tool. The first author then reviewed each transcript while listening to the audio, making necessary edits for accuracy. The finalized transcripts were then uploaded to NVIVO software<sups>®</sups> ([<reflink idref="bib42" id="ref45">42</reflink>]) for analysis.</p> <p>This study utilized reflexive thematic analysis as outlined by [<reflink idref="bib12" id="ref46">12</reflink>]. Thematic analysis is a qualitative research analysis method used to identify patterns of meaning across a dataset, with a focus on the researcher's role in shaping these interpretations ([<reflink idref="bib13" id="ref47">13</reflink>]). Reflexive thematic analysis also captures the researcher's values, assumptions, expectations, choices, and actions throughout the research process ([<reflink idref="bib12" id="ref48">12</reflink>]). Our analysis was inductive, meaning codes were developed solely from the data without preconceived theories or concepts ([<reflink idref="bib12" id="ref49">12</reflink>]), aligning with the study's phenomenological and interpretivist framework to understand participants' experiences while acknowledging the researcher's influence in creating meaning. Conducting reflexive thematic analysis in NVIVO has recently become a popular data analysis approach in qualitative research, with topics ranging from exploring neurological conditions ([<reflink idref="bib55" id="ref50">55</reflink>]), implementing community programs ([<reflink idref="bib54" id="ref51">54</reflink>]), and mental health support ([<reflink idref="bib18" id="ref52">18</reflink>]).</p> <p>The first author led the data analysis, following the six phases of reflexive thematic analysis as outlined by [<reflink idref="bib12" id="ref53">12</reflink>]. The process began with data familiarization, where the first author cleaned each transcript while listening to the audio recording and then re-read the transcripts multiple times to attempt to understand participants' experiences and the meaning they ascribed to those experiences. Next, the first author developed descriptive codes that highlighted specific experiences and meanings. These codes were reviewed and refined in collaboration with the last author. In the third step, the first author clustered similar codes to identify overarching patterns across the data set, shifting focus from individual to collective participant experiences. This phase involved four stages of data reduction, with each stage combining similar codes to provide a more comprehensive insight to the participants' experiences. Each reduction stage was discussed and reviewed with the last author. In phase four, the researcher reviewed the potential themes, assessing their relevance to the research questions and discarding those that did not provide a meaningful interpretation. Phase five involved naming and defining the final themes. Finally, phase six involved producing a report of the findings, which included the researcher's interpretation, while amplifying the participants' voices. The researcher moved between phase five and six as needed to refine the themes based on the evolving understanding of the data.</p> <hd id="AN0187842539-7">Findings</hd> <p>During the interviews, the participants described their enjoyment and appreciation of PA, as well as how their activities, as well as their motivation to be active, evolved from childhood to adulthood. Three themes were constructed based on the data analysis to describe these phenomena: (a) "from playing with the team to doing it on my own," (b) "they understand me, and that's what motivates me," and (c) "when I'm active, I feel like I'm able to take on the world." The second and third themes are supported by subthemes. Theme names were constructed based on example phrases stated by participants. We want to remind readers that our sample included only African American young adults. As such, the experiences shared in this section may not be transferable to other populations. Prior research has shown that African American adults may face unique barriers to PA, including experiences of discrimination, reduced access to safe recreational spaces, and cultural perceptions around exercise ([<reflink idref="bib37" id="ref54">37</reflink>]). With that in mind, an explicitly intersectional analysis was not undertaken here, as we did not seek to explore how race influenced the participants' reports of their experiences. See Figure 1 for a visual of the themes and subthemes, and see Table 2 for an overview of each participant's PA engagement.</p> <p>Graph: Figure 1. Results diagram.</p> <p>Table 2. Overview of physical activity experiences.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Pseudonym</th><th align="left">Previous experiences</th><th align="left">Current experiences</th></tr></thead><tbody><tr><td>Dale</td><td>Outdoor walksRiding bicyclesInformal play with family</td><td>Stair climber machineStrength training</td></tr><tr><td>Stacy</td><td>VolleyballBasketballSoccer</td><td>VolleyballHikingYoga</td></tr><tr><td>Emma</td><td>BasketballSoccerGymnasticsRiding bicycles</td><td>HikingYogaStrength training</td></tr><tr><td>Holly</td><td>SoccerBasketballRiding bicyclesPlaying at the park</td><td>Outdoor walksHikingStrength training</td></tr><tr><td>Kellie</td><td>SoccerGymnastics</td><td>Outdoor walksHikingYoga</td></tr><tr><td>Olivia</td><td>TennisTrack and fieldBasketballGymnasticsSwimmingDanceInformal play with friends</td><td>RunningStrength training</td></tr><tr><td>Anna</td><td>SoccerRunning</td><td>Yoga</td></tr><tr><td>Mitch</td><td>Track and fieldGymnastics</td><td>RunningStrength training</td></tr><tr><td>Harry</td><td>Football</td><td>RunningYoga</td></tr><tr><td>Melissa</td><td>Volleyball</td><td>Strength trainingTreadmill walking</td></tr><tr><td>Ryan</td><td>SoccerGymInformal play with friends</td><td>Strength trainingOutdoor walks</td></tr><tr><td>Alec</td><td>Soccer</td><td>SoccerRunning</td></tr><tr><td>Ben</td><td>Soccer</td><td>SoccerStrength training</td></tr></tbody></table> </ephtml> </p> <p>1 This table provides an overview of each participant's physical activity experiences. Previous experiences describe the participant's experiences during adulthood. Current experience describes the physical activities the participant was engaged in at the time of the interview.</p> <hd id="AN0187842539-8">"From playing with the team to doing it on my own"</hd> <p>Participants explained how their PA experiences evolved as they transitioned from childhood to early adulthood. Participants recalled their parents' influence on their early PA efforts, which, for most, consisted of organized sports. As they gained autonomy in young adulthood, participants transitioned from structured group activities to independent PA modalities. For example, most participants described their parents as facilitators of their youth PA experiences, enrolling them in organized sports like swimming (Olivia), track and field (Mitch), and football (Harry). For instance, Ryan explained,</p> <p>I was usually engaged by my parents. My parents used to ensure that I play with the other teammates. I could do soccer and then at a later age I was enrolled for gym. Basically, growing up I was trying to be very much active as I could.</p> <p>Similarly, Emma recalled her parents' influence, "When I was growing up, I was always a very active child. And my parents enrolled me in various sports teams, including basketball, soccer, gymnastics." Dale, however, shared that his involvement was centered on unstructured play with family,</p> <p>I got a lot of support from my mother. She'd take me for some walks... when I was six, she bought me a bicycle. My older brother was always there to ride with me... So I got a lot of support from my family while growing up.</p> <p>As they transitioned into adulthood, participants shifted from structured group settings to independent activities like yoga, hiking, and running. Holly described this change, "Growing up I was a very active child. My parents enrolled me in various sporting activities, including soccer... but as I got older, I started to focus on more individual activities like hiking." Harry similarly moved from gymnastics and football to running and yoga, while Olivia stated, "Right now I don't participate much in sports. Maybe I can just watch how people play... I [am] now involved in exercises, maybe running." Some participants continued with childhood sports, though less frequently. Ben noted, "Yes, I do still play [soccer]... but nowadays, maybe on the weekends only." Similarly, Alec explained that he still played soccer (at the time of the interview) but "not that frequently." Even for those who maintained their participation in team sports, independent activities became more prevalent in young adulthood.</p> <hd id="AN0187842539-9">"They understand me, and that's what motivates me"</hd> <p>Participants highlighted how achieving goals and receiving recognition, combined with support from peers and friends who understood them, motivated and brought meaning to their PA experiences. They emphasized that having a supportive social network, including teammates and friends who recognized their needs and abilities, not only encouraged their participation but also enhanced their sense of accomplishment. This theme is supported by two subthemes: (a) it was one of the proudest days of my life and (b) support from the ones who understand me.</p> <hd id="AN0187842539-10">Subtheme 1: "it was one of the proudest days of my life."</hd> <p>Many participants shared how moments of pride and accomplishment enhanced their motivation to participate in PA. For example, Olivia recounted the joy of completing her first track and field race,</p> <p>I'd been training for months and gradually increasing the distance I could run each week... [During the race], I really struggled with pacing myself and keeping my breathing under control. But I was determined to finish... [After completing the race], I felt an incredible sense of accomplishment and pride in myself.</p> <p>Similarly, Harry reflected on the pride he felt when he made his desired sport team,</p> <p>[An experience] that means much to me is the first time I was enrolled in the first team... you have to train a little bit to be enrolled in the first team and I think that day I was happy and it was one of the proudest days of my life.... I called everybody, my mom, my brothers, and everyone was just happy for me. Yeah, it was a happy experience.</p> <p>Tangible recognition, like medals and trophies, also held great significance. Mitch shared,</p> <p>I was taking part in the triple jump. And I won a medal. That's been the best and most meaningful experience I've ever had... [The medal] was a form of motivation and encouragement. And I got it got to show like I'm really working hard. And I can do this, so it's something that is motivates to me.</p> <p>Alec echoed this sentiment, "It earns respect. So when someone has a trophy you will be kind of asking, Where did you get this from? And when you explain, he appreciates you. So you will just feel nice having a trophy." Stacy added that she kept medals as motivation to achieve her goals. She said, "[A medal] is good for setting goals. And like saving all my medals is a meaningful experience to me."</p> <p>For others, simply participating in organized PA and sports elicited pride and accomplishment. Melissa said, "Volleyball isn't just a game. It's an outlet for expression, teamwork, and personal growth, providing a sense of purpose and accomplishment." Similarly, Ben found meaning in soccer, "I think to me, soccer is more than just a sport, it's an avenue for my self-expression. Teamwork, playing together with teammates, [is a] sense of personal growth and providing a sense of purpose and achievement in life."</p> <hd id="AN0187842539-11">Subtheme 2: "support from the ones who understand me."</hd> <p>Participants emphasized the importance of having supportive peers who understood their needs and abilities. This support helped them feel more comfortable and overcome challenges during PA. Stacy shared, "[I] have found some team sports to be challenging. I also get frustrated when I'm unable to keep up with my peers in certain activities... maybe trying to find peers that understand me." Kellie shared a similar sentiment, highlighting the role of friends in improving her PA experiences. Kellie commented, "Engaging with friends that help me out could make my physical activity experience better... maybe having some colleagues who can help me, like the ones that I was close to, could help me cope."</p> <p>Supportive peers and teammates also created a positive and collaborative atmosphere for PA, as noted by Alec, Ben, and Mitch. Mitch explicitly stated, "Working as a team is going to make my physical activity experiences better." Friends further facilitated engagement in PA, as Olivia asserted, "Tagging along my best friend. That could motivate me while we go play." In addition, Emma stressed that supportive friendships fostered a sense of inclusion, "I can say maybe support from the ones that understand me and also make me feel like I'm a part and I can do it." Elaborating further, Anna discussed the importance of a positive social network and controlled environment:</p> <p>With some good people and a good [awareness] of the environment, that will make me engage in physical activities. [They should] understand [my] fears... they should make me feel lively, appreciate what I'm doing... I need supportive environments and well-structured activities.</p> <hd id="AN0187842539-12">"When I'm active, I feel like I'm able to take on the world"</hd> <p>Participants described how PA brought meaning to their lives by improving their physical health, mental well-being, and social skills. Participants viewed PA as essential for their overall health and highlighted its positive impact on mental health. In addition, participants also described how PA contributed to the formation of meaningful friendships and provided opportunities to engage with diverse communities. Two subthemes were constructed from these experiences: (a) PA means taking care of my body and mind, and (b) it has helped me develop socially.</p> <hd id="AN0187842539-13">Subtheme 1: "physical activity means taking care of my body and mind."</hd> <p>Participants considered PA essential for well-being, addressing both physical and mental health. Nearly all participants found meaning in PA by highlighting the physical benefits. Some engaged in PA for disease prevention (Anna and Mitch) or maintenance of their overall physical health (Holly, Kellie, and Ryan), while others cited specific physical benefits. Dale, for example, mentioned, "What I enjoy about physical activity mostly is it helps to stimulate my immune system, my blood, and it makes me sweat a lot." Emma echoed this, mentioning she enjoyed "[experiencing] the rush of endorphins that come with it."</p> <p>Improvements in physical fitness also provided meaning and purpose in PA. For example, Emma and Anna enjoyed PA because it made them feel "stronger" (Emma) and more "flexible" (Anna). Ben, who expressed passion for soccer, also appreciated aspects of physical fitness required for the sport,</p> <p>The unique blend of athleticism that is involved in soccer and other activities makes me enjoy doing [it]... it requires strength and stability and also be able to run through the pitch, so you have to have a lot of agility and strength. That's what I love about soccer.</p> <p>Participants also emphasized the importance of PA for mental health. Ryan asserted,</p> <p>What [physical activity] means is sustaining and taking care of my body and mental well-being... sometimes when your brain is filled up mentally, you always need some exercise or time to relax... it's something that will ease me or it will cool the pressure in my brain, so the physical activity is just ensuring that I maintain my mental well-being and then I also take care of my physical body.</p> <p>Ryan added that short bouts of PA, like walking, helped him relax when stressed. Harry agreed saying, "I can say that since I started engaging in physical activities, sometimes my mind is relaxed. I'm replenished and I just feel fresh after going through school activities." Mitch described a significant difference in his mental health when he was active, noting,</p> <p>I can say like most of the days when I'm really active, when I participate in physical activities, I feel mostly happy the whole day, like I have no fatigue. I feel relaxed. I feel relieved. I can go through my daily activities and everything. But on the days I'm not participating in activities I always feel like I'm tired. I'm restless.</p> <p>Mitch and Olivia also mentioned that PA helped alleviate anxiety. Olivia noted, "[Physical activity] also helps me manage stress and anxiety and gives me a sense of control and accomplishment." Mitch even stated, "[Physical activity] is like a therapy session."</p> <p>The physical and mental benefits of PA also improved the quality of life for some participants. For instance, Kellie and Stacy shared how it boosted their confidence. Kellie said, "Physical activity, it means taking care of my body and mind because it gives [me] confidence and aims at my wellbeing... It makes me feel empowered and in control of my body." Stacy agreed with this sentiment when she noted, "[Physical activity] helps me feel strong and independent and confident. When I'm active, I feel like I'm able to take on the world and handle any challenge that comes my way."</p> <hd id="AN0187842539-14">Subtheme 2: "it has helped me develop socially."</hd> <p>Many participants noted the positive impact of PA on their social skills. Participants explained that engaging in PA helped them interact with peers and build friendships. For example, Alec shared that soccer enhanced his teamwork skills and enabled him to make new friends,</p> <p>I've made new friends. It's just cool and it has helped me develop socially... it has enhanced me with the teamwork skills, and I can work with individual people. And I know how to make friends from soccer. Now I'm friends with many people.</p> <p>Similarly, Harry explained how participating in various types of PA allowed him to cultivate relationships. He mentioned, "Participating in the physical activities gives me room to meet new people, to try new ideas, and it really helps with my mental growth... I got to know many of my friends. I get to meet with new people." This was echoed by Mitch, who described PA as way to gain friendships. Mitch said, "As you participate in [physical] activities, we interact during the practices when we're doing activities together, a social way of coming together, getting to know each other, building good relationships with one another." Anna emphasized that PA also taught her how to interact with people from different backgrounds. Anna described, "I experienced my own personal growth both with my family and in the community, and different aspects of interacting with different people... [Physical activity] taught me how to interact with people in different communities and different societies."</p> <p>However, some participants also faced social challenges in team sports, where they felt ostracized or stigmatized. Anna described her experience in team sports as occasionally difficult. She indicated, "The social aspect can be a bit challenging... people sometimes, they may be friendly. But some other times, I feel that like, I've been, stigmatized." Kellie shared a similar struggle with negative feedback from teammates. She revealed, "A challenging experience I had when participating in physical activity was dealing with teammates. It was very disappointing not being able to deal with the critiques." Ryan, although generally accepted by his peers, found it difficult to compare himself to them. He explained,</p> <p>It is always less fortunate that you might not get to the normal level of your peers. Maybe your peers are still training for two hours, but when it comes to hours with our condition, we are not able to sustain that... I just have to understand that I will not even be at the same level. I will not be able to perform with them at the same level, but then after all, we are all human.</p> <p>Ryan found comfort in engaging with other autistic peers, stating, "When I get [together with] fellows with autism then at least you could be at the same level, you could be at the same path... It makes you feel the sense of being equal."</p> <hd id="AN0187842539-15">Discussion</hd> <p>The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Our findings provide insights into the evolving PA preferences of our participants as they transitioned from childhood to adulthood, revealing the critical roles of parental support, pride and accomplishments, social networks, and perceived health benefits in shaping their engagement with PA. These insights may offer guidance for developing more inclusive and supportive PA programs tailored to the unique needs of this population.</p> <p>The participants described how their PA experiences evolved during their transition from childhood to young adulthood. In childhood, parental support played a key role in facilitating PA participation, primarily through organized sports, consistent with studies emphasizing the importance of parental influence ([<reflink idref="bib5" id="ref55">5</reflink>]; [<reflink idref="bib39" id="ref56">39</reflink>]; [<reflink idref="bib68" id="ref57">68</reflink>]). However, it is important to note that this level of support may not be the norm. Evidence suggests that many parents of autistic children face significant barriers to supporting their child's PA, including a lack of accessible programs, financial constraints, and limited time due to caregiving responsibilities ([<reflink idref="bib21" id="ref58">21</reflink>]). Identifying the strategies that enabled these parents to provide support may inform future interventions to help other families promote PA participation in their autistic children. In addition, our study builds on the understanding of parental PA support by demonstrating how these early influences affected participants' later PA experiences as young adults; as participants transitioned into adulthood, they shifted from parent-supported structured sports to independent activities. This shift, often due to practical constraints like time limitations and fewer organized opportunities ([<reflink idref="bib31" id="ref59">31</reflink>]; [<reflink idref="bib60" id="ref60">60</reflink>]), highlights the need for flexible PA programs that evolve with individuals' preferences during the increased autonomy of young adulthood.</p> <p>Our findings highlighted several facilitators to PA, including personal achievements, social networks, and the perceived benefits of participation. First, many of the participants found meaning in setting and achieving goals, often receiving tangible rewards like medals or trophies, which enhanced their motivation. These rewards served as motivation because they also represented participants' efforts and successes. This aligns with research suggesting that recognition, whether tangible or social, can promote PA engagement ([<reflink idref="bib47" id="ref61">47</reflink>]). However, exploring alternative strategies, such as personalized feedback, progress tracking, or non-competitive achievement markers, could foster more intrinsic motivation and sustained engagement by shifting the focus from external validation to personal growth.</p> <p>Participants also highlighted the importance of positive social networks. This aligns with previous research suggesting that social support encourages PA participation among autistic individuals ([<reflink idref="bib19" id="ref62">19</reflink>]). While some thrived in social environments, others experienced exclusion or stigma in team sports, complicating their relationship with PA. Our participants, like those in previous studies ([<reflink idref="bib64" id="ref63">64</reflink>]), often had limited social networks, suggesting a complex relationship between PA and social interaction. Autistic individuals may seek PA experiences for their health benefits, but the social environment in which these activities take place can either encourage or deter their participation. It is essential to design PA programs that promote positive social experiences while creating low-pressure environments where autistic individuals can participate without fear of judgment. Incorporating smaller group activities, peer mentoring, or structured social interactions could help build confidence and promote meaningful connections in supportive settings ([<reflink idref="bib62" id="ref64">62</reflink>]; [<reflink idref="bib69" id="ref65">69</reflink>]). In addition, given the frequent overlap between social anxiety and autism ([<reflink idref="bib58" id="ref66">58</reflink>]), programs should consider offering activities that provide a balance between structured social interactions and independent participation, allowing individuals to engage at their comfort level.</p> <p>Participants consistently emphasized the mental and physical health benefits of PA, such as improved mood, reduced anxiety, and enhanced fitness. These findings are consistent with previous research showing that PA positively impacts both physical and mental health for autistic individuals ([<reflink idref="bib1" id="ref67">1</reflink>]; [<reflink idref="bib14" id="ref68">14</reflink>]; [<reflink idref="bib20" id="ref69">20</reflink>]; [<reflink idref="bib22" id="ref70">22</reflink>]; [<reflink idref="bib53" id="ref71">53</reflink>]; [<reflink idref="bib56" id="ref72">56</reflink>]). However, what distinguishes our study is its focus on the personal significance of these benefits for our participants, who viewed PA as an essential tool for managing stress, improving mental clarity, and boosting self-confidence. Despite these benefits, evidence suggests that PA programs for autistic individuals are limited ([<reflink idref="bib46" id="ref73">46</reflink>]), and many instructors lack the necessary training to work effectively with this population ([<reflink idref="bib6" id="ref74">6</reflink>]; [<reflink idref="bib47" id="ref75">47</reflink>]). Addressing this gap by training instructors in sensory accommodations, communication strategies, and fostering inclusive environments is key to enhancing PA opportunities.</p> <p>This study contributes to filling a gap in understanding the PA experiences of autistic young adults and offers important recommendations for developing inclusive programs. Future research should explore how key factors identified in this study, such as goal setting, recognition, social interactions, and perceived health benefits, can be further harnessed to support long-term PA engagement. Longitudinal studies could further investigate the long-term impact of PA on the mental and physical health of autistic young adults, with a focus on increasing accessibility and reducing barriers.</p> <p>However, this study is not without limitations. First, as a reminder, the study did not explicitly explore the intersection between autism and race in shaping PA experiences. Although it was not the intention of the study to recruit a specific racial or ethnic group, research suggests that identifying as African American can impact PA experiences ([<reflink idref="bib25" id="ref76">25</reflink>]; [<reflink idref="bib37" id="ref77">37</reflink>]). Thus, it is unclear how race may have influenced participants' reports of their experiences. Second, these results are specific to those who have prior experience in PA, omitting the potential needs of those with more limited experience. Third, participants were included based on self-identification as autistic, and no formal diagnostic confirmation or screening tool was used. Recent research advocates for autism self-identification due to significant barriers and deterrents to formal diagnoses ([<reflink idref="bib3" id="ref78">3</reflink>]). However, self-identification may create discomfort for researchers and other healthcare professionals who are reliant on medical diagnoses to determine whether a participant experiences autism. Future research is needed to further investigate how the key factors identified in this study (social interactions, goal setting, rewards, and perceptions of health benefits) may impact PA participation among autistic young adults. Finally, future qualitative studies are needed to capture diverse experiences across different subgroups within the autistic community, particularly those with less PA experience or different backgrounds.</p> <hd id="AN0187842539-16">Conclusion</hd> <p>The findings of this study should be considered as preliminary evidence of how some autistic young adults experience PA. These findings highlight the evolution of their experiences from childhood and identifying key factors that may be important for designing PA opportunities for this community. Such factors include the complexity of social support from friends and peers, the facilitating roles of goals and rewards, and the importance of physical and psychological benefits. Future qualitative inquiries should explore broader experiences across the autistic community to create a more comprehensive understanding of PA throughout the lifespan, ensuring programs meet their diverse and evolving needs.</p> <p>The authors are grateful to all our study participants and research staff. This manuscript has been reviewed by all authors. The content is solely the responsibility of the authors.</p> <ref id="AN0187842539-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Alhowikan A. M. (2016). Benefits of physical activity for autism spectrum disorders: A systematic review. Saudi Journal of Sports Medicine, 16(3), 163. https://doi.org/10.4103/1319-6308.187558</bibtext> </blist> <blist> <bibl id="bib2" idref="ref7" type="bt">2</bibl> <bibtext> American College of Sports Medicine. (2018). ACSM's physical activity guidelines (2nd ed.). 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Notably, both research and autistic self-advocates support the use of identity-first language as a means to disassociate themselves with negative associations communicated through person-first language ([10]). These findings, and the flexibility of guidelines for this journal, informed our language-based decisions.</bibtext> </blist> <blist> <bibtext> Ashlyn Barry: Conceptualization; Formal analysis; Investigation; Methodology; Writing—original draft; Writing—review & editing.Justin A Haegele: Conceptualization; Formal analysis; Methodology; Validation; Writing—original draft; Writing—review & editing; Writing—review & editing.Kristen A Pickett: Conceptualization; Methodology; Writing—original draft; Writing—review & editing.Daniel Schaefer: Conceptualization; Methodology; Writing—review & editing.Luis Columna: Conceptualization; Data curation; Formal analysis; Investigation; Methodology; Project administration; Resources; Software; Supervision; Validation; Visualization; Writing—original draft; Writing—review & editing.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> This study was approved by the University of Wisconsin-Madison Research Ethics Committee (approval no. 2023-0963) on 16 August 2023.</bibtext> </blist> <blist> <bibtext> Informed consent was obtained for all participants.</bibtext> </blist> <blist> <bibtext> Justin A Haegele</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0000-0002-8580-4782 Luis Columna</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0003-3586-3191</bibtext> </blist> <blist> <bibtext> Data may become available with direct contact to the corresponding author.</bibtext> </blist> </ref> <aug> <p>By Ashlyn Barry; Justin A Haegele; Kristen A Pickett; Daniel Schaefer and Luis Columna</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib52" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib16" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib45" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib47" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib32" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib24" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib63" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib35" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib40" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib57" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib38" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib33" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib46" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib49" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib65" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib19" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib66" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib34" firstref="ref26"></nolink> <nolink nlid="nl20" bibid="bib23" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib50" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib44" firstref="ref29"></nolink> <nolink nlid="nl23" bibid="bib28" firstref="ref30"></nolink> <nolink nlid="nl24" bibid="bib26" firstref="ref31"></nolink> <nolink nlid="nl25" bibid="bib59" firstref="ref32"></nolink> <nolink nlid="nl26" bibid="bib17" firstref="ref33"></nolink> <nolink nlid="nl27" bibid="bib48" firstref="ref34"></nolink> <nolink nlid="nl28" bibid="bib27" firstref="ref35"></nolink> <nolink nlid="nl29" bibid="bib67" firstref="ref37"></nolink> <nolink nlid="nl30" bibid="bib29" firstref="ref38"></nolink> <nolink nlid="nl31" bibid="bib43" firstref="ref39"></nolink> <nolink nlid="nl32" bibid="bib30" firstref="ref41"></nolink> <nolink nlid="nl33" bibid="bib51" firstref="ref42"></nolink> <nolink nlid="nl34" bibid="bib61" firstref="ref43"></nolink> <nolink nlid="nl35" bibid="bib36" firstref="ref44"></nolink> <nolink nlid="nl36" bibid="bib42" firstref="ref45"></nolink> <nolink nlid="nl37" bibid="bib12" firstref="ref46"></nolink> <nolink nlid="nl38" bibid="bib13" firstref="ref47"></nolink> <nolink nlid="nl39" bibid="bib55" firstref="ref50"></nolink> <nolink nlid="nl40" bibid="bib54" firstref="ref51"></nolink> <nolink nlid="nl41" bibid="bib18" firstref="ref52"></nolink> <nolink nlid="nl42" bibid="bib37" firstref="ref54"></nolink> <nolink nlid="nl43" bibid="bib39" firstref="ref56"></nolink> <nolink nlid="nl44" bibid="bib68" firstref="ref57"></nolink> <nolink nlid="nl45" bibid="bib21" firstref="ref58"></nolink> <nolink nlid="nl46" bibid="bib31" firstref="ref59"></nolink> <nolink nlid="nl47" bibid="bib60" firstref="ref60"></nolink> <nolink nlid="nl48" bibid="bib64" firstref="ref63"></nolink> <nolink nlid="nl49" bibid="bib62" firstref="ref64"></nolink> <nolink nlid="nl50" bibid="bib69" firstref="ref65"></nolink> <nolink nlid="nl51" bibid="bib58" firstref="ref66"></nolink> <nolink nlid="nl52" bibid="bib14" firstref="ref68"></nolink> <nolink nlid="nl53" bibid="bib20" firstref="ref69"></nolink> <nolink nlid="nl54" bibid="bib22" firstref="ref70"></nolink> <nolink nlid="nl55" bibid="bib53" firstref="ref71"></nolink> <nolink nlid="nl56" bibid="bib56" firstref="ref72"></nolink> <nolink nlid="nl57" bibid="bib25" firstref="ref76"></nolink>
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  Label: Title
  Group: Ti
  Data: Autistic Young Adults' Experiences in Physical Activity: A Phenomenological Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ashlyn+Barry%22">Ashlyn Barry</searchLink><br /><searchLink fieldCode="AR" term="%22Justin+A%2E+Haegele%22">Justin A. Haegele</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8580-4782">0000-0002-8580-4782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristen+A%2E+Pickett%22">Kristen A. Pickett</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Schaefer%22">Daniel Schaefer</searchLink><br /><searchLink fieldCode="AR" term="%22Luis+Columna%22">Luis Columna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3586-3191">0000-0003-3586-3191</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Autism%3A+The+International+Journal+of+Research+and+Practice%22"><i>Autism: The International Journal of Research and Practice</i></searchLink>. 2025 29(10):2412-2424.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Sports%22">Team Sports</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Influence%22">Parent Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Aging+%28Individuals%29%22">Aging (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Locus+of+Control%22">Locus of Control</searchLink><br /><searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Fitness%22">Physical Fitness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13623613251338377
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-3613<br />1461-7005
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Young adulthood is a key period for establishing lifelong physical activity (PA) habits, yet little is known about how autistic young adults experience PA. The purpose of this study was to explore how autistic young adults make sense of their PA experiences and the meanings they ascribe to those experiences. Thirteen autistic young adults (ages 22-25) participated in semi-structured interviews about their PA experiences. A phenomenological qualitative approach with an interpretivist paradigm guided this study. Participants described how their PA experiences evolved over time. In childhood, many engaged in team sports, often encouraged by their parents. As they transitioned to adulthood, they shifted toward more independent activities (e.g. running, yoga). Social support from friends and teammates was a strong motivator, while personal achievements (e.g. reaching fitness goals) helped to build a sense of pride. Many participants emphasized the mental and emotional benefits of PA, including increased confidence, reduced stress, and a greater sense of control. These findings described how autistic young adults engaged in PA as they moved into adulthood and pointed to important factors to consider when creating supportive PA opportunities for this population.
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  Data: 2025
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  Data: EJ1482875
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        Value: 10.1177/13623613251338377
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Autism Spectrum Disorders
        Type: general
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      – TitleFull: Autistic Young Adults' Experiences in Physical Activity: A Phenomenological Study
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            – Type: volume
              Value: 29
            – Type: issue
              Value: 10
          Titles:
            – TitleFull: Autism: The International Journal of Research and Practice
              Type: main
ResultId 1