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Supporting Physical Activity for Secondary Students with Autism and Intellectual Disability: A Guide for Educators and Families

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Title: Supporting Physical Activity for Secondary Students with Autism and Intellectual Disability: A Guide for Educators and Families
Language: English
Authors: Lindsay Fox (ORCID 0009-0002-2379-5662), Melissa N. Savage, Christopher B. Denning (ORCID 0000-0001-6466-4752), Kara Hume
Source: Education and Training in Autism and Developmental Disabilities. 2026 61(1):112-128.
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: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Descriptors: Physical Activities, Secondary School Students, Students with Disabilities, Autism Spectrum Disorders, Intellectual Disability, Student Participation, Student Evaluation, Student Characteristics, Physical Education, Barriers, Peer Influence, Reinforcement, Prompting, Technology Uses in Education, Visual Aids, Athletics, Extracurricular Activities, Clubs, Community Programs
DOI: 10.1177/21541647261447819
ISSN: 2154-1647
Abstract: Physical activity supports physical health, mental well-being, and social connection for adolescents, yet physical activity opportunities often decrease during secondary years especially for students with autism and intellectual disability. This article provides educators and families with practical, evidence-based strategies, and implementation examples to increase meaningful physical activity participation for secondary students with autism and intellectual disability across school and community settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506953
Database: ERIC
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  Value: <anid>AN0193893615;[b6wv]01mar.26;2026May22.06:33;v2.2.500</anid> <title id="AN0193893615-1">Supporting Physical Activity for Secondary Students With Autism and Intellectual Disability: A Guide for Educators and Families </title> <p>Physical activity supports physical health, mental well-being, and social connection for adolescents, yet physical activity opportunities often decrease during secondary years especially for students with autism and intellectual disability. This article provides educators and families with practical, evidence-based strategies, and implementation examples to increase meaningful physical activity participation for secondary students with autism and intellectual disability across school and community settings.</p> <p>Keywords: adolescents; autism; instructional strategies; intellectual disability; physical activity</p> <p>"He hasn't been as active as he used to be. I'd like to find some creative ways to get him moving more, but I'm just not sure how to support him," a parent shared with Mr. Wilson during her son's parent–teacher open house. Raul is a 9th grader enrolled in Mr. Wilson's advisory class, who has autism and an intellectual disability. He enjoyed youth sports in elementary school but struggled with motor skills, remembering plays, and peer connections as the competition increased. Raul tried out for his high school basketball team but was not selected. Raul shared he wants to play and get fit. His parents are concerned and want him to have meaningful opportunities for movement and social connection, not just roles like a team manager.</p> <p>Mr. Wilson, a special education teacher, also supports two other students navigating similar barriers to meaningful physical activity participation. Aaliyah is a 10th grader with autism and an intellectual disability who uses an AAC device to communicate. She loves her iPad, music, and being around peers, particularly during structured activities. Aaliyah participates in general education physical education, but her teacher noted she often disengages when activities are unstructured or when she is unsure what is expected of her. Her parents would like to see her more consistently active and connected to peers during the school day. Matthew is a 9th grader with cerebral palsy and an intellectual disability who uses a wheelchair and requires physical assistance and positioning support for most activities. He participates in general education physical education with consultation from his physical therapist and the adapted physical education specialist. Matthew loves dancing, socializing, and math class. His family wants him to have genuine opportunities to participate in physical activity alongside his peers, not just to observe from the sidelines.</p> <p>Physical activity (PA) is a cornerstone of healthy development, offering a myriad of benefits ranging from improved physical health and cognitive function to enhanced emotional well-being ([<reflink idref="bib6" id="ref1">6</reflink>]). While the CDC recommends at least 60 minutes of moderate-to-vigorous intensity PA daily for students ages 6 to 17, many individuals do not meet PA recommendations and PA levels decline drastically during adolescence and even further into adulthood ([<reflink idref="bib9" id="ref2">9</reflink>]).</p> <p>Integrating adequate PA into a secondary student's day can be challenging. Opportunities often diminish compared to elementary school years, with daily recess no longer standard and physical education (PE) classes becoming less frequent ([<reflink idref="bib30" id="ref3">30</reflink>]). This decline is exacerbated by the absence of national mandates for student PA, leading to wide variations in state guidance ([<reflink idref="bib24" id="ref4">24</reflink>]). For example, state requirements for PE and PA vary considerably in scope and enforcement, with some states specifying instructional minutes by grade level while others mandate participation without minimum time requirements, and many states lack accountability mechanisms to ensure compliance ([<reflink idref="bib16" id="ref5">16</reflink>]).</p> <p>Within this inconsistent policy landscape, federal law—the Individuals with Disabilities Education Act ([<reflink idref="bib13" id="ref6">13</reflink>])—does provide one clear mandate for students with disabilities with regards to PE. It is the only curricular area explicitly named in IDEA's definition of special education, which identifies instruction in PE as a direct service that must be made available to all students who qualify for special education. When a student requires PE services, specially designed if necessary, those services must be documented in the Individualized Education Program (IEP) and delivered in the least restrictive environment (LRE) with participation alongside peers without disabilities to the maximum extent appropriate ([<reflink idref="bib13" id="ref7">13</reflink>]).</p> <hd id="AN0193893615-2">PA for Secondary Students With Autism and Intellectual Disability</hd> <p>While all adolescents face declining PA opportunities, adolescents with autism and intellectual disability (ID) face even more obstacles to access and engage in meaningful PA ([<reflink idref="bib14" id="ref8">14</reflink>]; [<reflink idref="bib15" id="ref9">15</reflink>]). Only 1 in 5 children with autism and ID regularly get recommended levels of PA ([<reflink idref="bib5" id="ref10">5</reflink>]). Similarly, [<reflink idref="bib19" id="ref11">19</reflink>] found adolescents with autism were 62% less likely to participate in weekly PA than same-aged peers. [<reflink idref="bib14" id="ref12">14</reflink>] explored experiences of adolescents with autism who described challenges to being active. Specific reasons included bullying, exclusion, challenges in community programs, and prioritization of various outside therapies ([<reflink idref="bib14" id="ref13">14</reflink>]).</p> <p>In addition to the numerous health benefits, PA has positive effects on behavior, social communication skills, and inclusive community participation for children and adolescents with autism and ID ([<reflink idref="bib3" id="ref14">3</reflink>]; [<reflink idref="bib7" id="ref15">7</reflink>]). As structured PA opportunities decline at the secondary level and competitive sports teams become increasingly selective, students with autism and ID face compounding barriers to meaningful participation ([<reflink idref="bib14" id="ref16">14</reflink>]; [<reflink idref="bib30" id="ref17">30</reflink>]). This article describes strategies to address barriers and enhance PA for secondary students with autism and ID, both within school settings and in the community. Attention was given to approaches that can be implemented across settings (e.g., gymnasium, outdoor track, weight room).</p> <hd id="AN0193893615-3">Integrate PA Assessment Data Into the IEP Process</hd> <p>Before offering activities and implementing support strategies, special education teachers can start by observing students during PE and other school-based PA, interviewing students about their interests and preferences, and completing informal recreation questionnaires like the Leisure Interest Survey ([<reflink idref="bib23" id="ref18">23</reflink>]) to identify strengths and support needs. Incorporating this information into the IEP process can help ensure goals and opportunities are meaningful.</p> <p>Once initial assessment information is gathered, the next step is identifying PA opportunities that align with student strengths and transition goals. Collaborating with physical therapists, occupational therapists, and adapted PE specialists, who are often central to assessing support needs and designing modified PA opportunities, can further strengthen this process. Special education teachers can also incorporate questions about PA into assessments they are already using for IEP planning, rather than treating PA as a separate or unrelated area. Collaborating with families is equally important. Engaging families in conversations and informal assessments allows them to share information about what activities their child has enjoyed in the past as well as any potential barriers. For example, while a weekly tennis league may sound fun to a student, it may not be feasible due to transportation, cost, or time constraints.</p> <p>Finally, information obtained through assessments and family collaboration can be used to embed PA opportunities directly within IEP goals, measurable postsecondary goals, and related services, supports, or activities, based on the individual needs of the student. For example, if a student has an employment postsecondary goal such as working in construction, landscaping, or a distribution center, this could connect to transition services and activities that support building stamina and strength, such as enrolling in PE, an elective class such as weightlifting, or engaging in clubs or extracurriculars related to weightlifting. A postsecondary goal in independent living, such as living independently in an apartment, could connect to transition services and activities, such as identifying a community recreation center that fits their support needs and budget.</p> <p>Prior to Raul's IEP meeting, Mr. Wilson completed some assessments with Raul and asked Raul and his parents to answer some questions about his strengths, interests, and preferences. At the IEP meeting, Raul mentioned he wanted to get stronger and that he was still interested in playing basketball. When talking about his measurable postsecondary goals, Raul identified an employment goal to work part-time in landscaping after graduation. Raul is excited to join his school's Unified Sports basketball team with his friends with and without disabilities. The team also added weightlifting to his schedule for the upcoming school year. Both basketball and weightlifting can increase his strength and stamina, which can help with his readiness for landscaping work. The same assessment process surfaced different priorities for Aaliyah and Matthew. For Aaliyah, interest inventories and conversations with her family revealed a strong preference for music-based and structured peer activities, which helped Mr. Wilson identify dance and exergaming as promising directions. For Matthew, Mr. Wilson collaborated with his physical therapist prior to the IEP meeting to understand his positioning needs and identify PA activities that could be safely adapted, ultimately leading to goals centered on inclusive participation in adapted club activities and community programs.</p> <hd id="AN0193893615-4">Opportunities and Strategies for PA</hd> <p>Meaningful opportunities for PA can be found across aspects of a student's day, within school routines, community programs, and home environments. For students with autism and ID, these opportunities can be effective when they are intentionally aligned with each student's interests, abilities, and individualized support needs. Table 1 summarizes common barriers to PA participation and example solutions across settings.</p> <p>Table 1. Barriers to Physical Activity and Strategies for Support.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /></colgroup><thead><tr><th align="left"><bold>Barrier</bold></th><th align="left"><bold>Example Solution</bold></th></tr></thead><tbody><tr><td>Difficulty following multi-step instructions</td><td>Use visual task cards or video prompting</td></tr><tr><td>Uncertainty about what is expected</td><td>Use a visual schedule or first–then board to preview the activity</td></tr><tr><td>Limited communication during PA activities</td><td>Provide access to AAC device or picture-based communication supports during activities</td></tr><tr><td>Sensory sensitivities in PA environments</td><td>Modify the environment (e.g., reduce noise, adjust lighting) or offer sensory supports such as ear protection</td></tr><tr><td>Low motivation to participate</td><td>Provide a choice among activities</td></tr><tr><td>Social exclusion during activities</td><td>Implement peer partner systems</td></tr><tr><td>Lack of equipment modifications</td><td>Consult with a physical therapist, occupational therapist, or adapted PE specialist to identify equipment adaptations</td></tr><tr><td>Fatigue or physical limitations</td><td>Adjust duration, distance, or intensity to match individual ability levels</td></tr><tr><td>Difficulty generalizing skills across settings</td><td>Practice skills in multiple environments (e.g., school, community center, home)</td></tr><tr><td>Limited staff knowledge of adapted PA strategies</td><td>Collaborate with an adapted PE specialist or physical therapist for consultation and training</td></tr><tr><td>Limited community access</td><td>Provide families with information on inclusive recreation programs</td></tr><tr><td>Cost of community programs</td><td>Connect families to funding streams such as Medicaid waivers or local transition funds</td></tr><tr><td>Transportation barriers</td><td>Collaborate with a transition specialist to identify accessible transportation options</td></tr></tbody></table> </ephtml> </p> <hd id="AN0193893615-5">Physical Education and PA-Focused Elective Classes</hd> <p>Opportunities to engage in PA during the school day can occur in inclusive PE settings, self-contained PE settings, and elective classes (e.g., strength and conditioning, weightlifting). However, many students with autism or ID often encounter barriers in PE, such as a lack of differentiation, a mismatch between activities and abilities, difficulty following multi-step instructions, social exclusion, and reduced opportunities for meaningful participation ([<reflink idref="bib11" id="ref19">11</reflink>]). When implemented consistently, supports such as choice-making, peer partnerships, reinforcement, response prompting, technology integration, and visual supports can enhance both skill acquisition and active participation ([<reflink idref="bib2" id="ref20">2</reflink>]).</p> <hd id="AN0193893615-6">Choice</hd> <p>Choice is an antecedent-based strategy that occurs before an activity to increase the occurrence of that behavior ([<reflink idref="bib12" id="ref21">12</reflink>]). Students are more likely to perceive PA as a positive experience when choice is embedded into activities and the learning environment ([<reflink idref="bib10" id="ref22">10</reflink>]). Giving choices (e.g., group size, activity partners) can be embedded into existing class routines in ways that work across a range of class sizes. Because the choices are structured and bounded, this approach can be applied universally rather than as an individual accommodation. Special education teachers can collaborate with PE teachers ahead of class to identify two or three activity options that fit within the planned lesson, create a simple menu using pictures or icons, and briefly teach students how to use it before the unit begins. For example, students can look at an activity and decide if they would like to participate in the activity in a larger or smaller group (e.g., 5 on 5 basketball, 2 on 2 basketball). Students can have a visual menu of three activities (e.g., running laps, passing football with partner, kicking football) and they can choose the order in which they complete them.</p> <hd id="AN0193893615-7">Peer Supports</hd> <p>Peer-assisted learning can support students with autism and ID ([<reflink idref="bib12" id="ref23">12</reflink>]). While students may have paraeducators that support them, pairing students with peers can be a way to support a shift towards more natural support as students get ready to graduate from high school. Special education teachers can facilitate this by identifying a peer ahead of class, briefly orienting them to the student's communication preferences and support needs, and checking in with both students during the activity. For students who use AAC devices, teachers can provide peers with a brief orientation on how the device works and how to give the student time and space to use it independently, reinforcing that the goal is to support the student's participation rather than complete tasks for them. Teachers may also consider offering a short general training for any peers who regularly assist students during PA activities, covering basic strategies such as waiting for the student to initiate, using simple language, and offering encouragement.</p> <p>In PE class, students could be paired up for a basketball passing drill or a small group of students could rotate through a circuit of squats, pushups, and sit-ups with the peer mentor modeling the activity first. Peer mentors were noted as appropriate intervention providers in a review of interventions for promotion of PA in everyday life for people with disabilities ([<reflink idref="bib22" id="ref24">22</reflink>]). By pairing students with supportive peers during PA activities, peer support strategies directly address social barriers like exclusion and isolation that students with autism and ID commonly face, creating structured opportunities for connection and belonging within the school day.</p> <hd id="AN0193893615-8">Reinforcement</hd> <p>Reinforcement is the application of a consequence following a student's response that will increase the likelihood of the use of that response in the future ([<reflink idref="bib12" id="ref25">12</reflink>]). Reinforcement can come in the form of specific verbal praise (e.g., "Great throw to your partner!," "You completed a whole lap!," "You tried something new today!"), earning a token, or having the opportunity to participate in a highly preferred activity. Because students respond differently to various types or reinforcement, identifying individual preferences in advance can make implementation more effective across people and places.</p> <hd id="AN0193893615-9">Response Prompting</hd> <p>Response prompting can provide support after instruction that guides students toward completing activities ([<reflink idref="bib12" id="ref26">12</reflink>]). Prompts can be physical, modeled, gestured, visual, or verbal ([<reflink idref="bib12" id="ref27">12</reflink>]). Depending on the needs of the student, prompting may vary. If an activity is presented to the class, one student may need additional modeling to see what the activity looks like while another student may only need a verbal description. In practice, a teacher or paraeducator can start by observing whether the student initiates the activity independently and only step in with a prompt if the student does not begin after providing adequate wait time. For example, during a weight room circuit, a verbal prompt such as "your turn at the bench press" may be enough for one student, while another may need a gestural prompt pointing to the equipment, or a brief physical assist to get into position. The goal is to use the least support necessary in the moment and fade that support over time as the student becomes more familiar with the activity and setting. Graduated guidance, a response prompting strategy using teacher judgement to determine how much physical assistance the student will need on a moment-to-moment basis through shadowing, and faded over time ([<reflink idref="bib1" id="ref28">1</reflink>]), may be especially helpful for students who are using new equipment for the first time (e.g., bench press).</p> <hd id="AN0193893615-10">Technology</hd> <p>Technology supports (e.g., videos, visual support apps) can be used to increase engagement in PA. Video modeling, which involves the student observing a skill being performed via video, followed by an attempt to perform the skill, can be used to teach specific skills that can assist with development of independent performance of PA skills both in school and in the community ([<reflink idref="bib2" id="ref29">2</reflink>]; [<reflink idref="bib8" id="ref30">8</reflink>]). Video modeling has been found effective in teaching PA skills to students with autism and ID across school and community settings ([<reflink idref="bib2" id="ref31">2</reflink>]). A teacher could create or find a short clip showing how to perform a specific PA skill, such as how to use a rowing machine, execute a proper squat or complete a lap around a track, and make it available on a tablet or device that a student can access before or during the activity.</p> <p>Beyond video modeling, virtual reality exergaming is another option to support increased PA engagement. In one study, adolescents pedaled a stationary bike to control vehicles in VR (e.g., horse, bike, kayak) and tripled their time engaged in PA per session compared to baseline ([<reflink idref="bib20" id="ref32">20</reflink>]). Mobile apps and wearable devices offer accessible, cost-effective options for supporting PA. Apps designed for students with ID can support activity tracking, goal setting, and self-monitoring ([<reflink idref="bib21" id="ref33">21</reflink>]). Teachers can introduce these tools gradually, pairing them with existing supports such as visual schedules or reinforcement systems.</p> <p>Mr. Wilson worked with Aaliyah's PE teacher to identify a few short video clips demonstrating the warm-up and cool-down routines used in class. Because Aaliyah already uses her iPad regularly, accessing the videos felt natural and reduced her uncertainty about what was expected. Her PE teacher also found videos of current dance trends that could be used at the end of class for her and peers to do together. Aaliyah's engagement during PE increased once she had a predictable way to preview activities and a structured peer context to participate.</p> <hd id="AN0193893615-11">Visual Supports</hd> <p>In a review of evidence-based practices for students with autism, visual support had extensive empirical support and could be applied to PA ([<reflink idref="bib12" id="ref34">12</reflink>]). Visual supports examples range from the use of picture-task cards, visual schedules, labels on equipment, first–then schedules, choice boards, or task analyses. In a review of visual supports for autistic children in PA, [<reflink idref="bib8" id="ref35">8</reflink>] determined picture task cards, visual activity schedules, and video prompting were useful strategies for helping students to understand instructions and how to perform various activities. Forbes and Yun also found positive effects from using a range of picture task cards to demonstrate activities (e.g., 4–12). Thus, teachers may have the flexibility to base the number of pictures used on the complexity of the activity, rather than concern about presenting too much information to students. Figure 1 provides examples of each of these visual support types as they may appear in a PA setting. Table 2 provides PE specific examples of how to use some of the evidence-based practices noted above.</p> <p>After reviewing the practices above, Mr. Wilson talked with the weightlifting teacher to discuss ways to support Raul in the upcoming school year. Mr. Wilson told the weightlifting teacher that Raul does great work when he can watch demonstrations and when he is given specific praise. Mr. Wilson asked if Raul could be paired with Sally for activities as she has been a positive role model in his science class and they seem to have a good relationship. The weightlifting teacher was happy to make this pairing and even noted that he could connect Raul with other peers in class in ways that would naturally fit the context of different activities. Mr. Wilson also worked with the weightlifting teacher to create video models of how to use different exercise machines and those videos were embedded into QR codes and placed on each machine so Raul could use his phone and watch videos before using the machine.</p> <p>Graph: Figure 1. Examples of Visual Supports for Physical Activity Note. Figure developed with the assistance of AI design tools.</p> <p>Table 2. Evidence-Based Strategies and Examples for PA Support.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /><col align="left" /></colgroup><thead><tr><th align="left"><bold>Strategy</bold></th><th align="left"><bold>Description</bold></th><th align="left"><bold>Examples</bold></th></tr></thead><tbody><tr><td>Choice</td><td>Increase motivation and engagement through student autonomy.</td><td><list list-type="Bullet"><list-item><p>Student selects a preferred adapted activity (e.g., seated stretching or wheelchair basketball) by pointing to or eye-gazing at a picture card</p></list-item><list-item><p>Student uses a choice board to choose between yoga and basketball</p></list-item><list-item><p>Class has a group playing basketball and individual option to shoot free throws</p></list-item></list></td></tr><tr><td>Peer supports</td><td>Pair students with peers for modeling, social engagement, and encouragement.</td><td><list list-type="Bullet"><list-item><p>Before class, teacher provides peer with a short training on the student's communication preferences and support needs, including how to allow wait time and encourage independence during the activity</p></list-item><list-item><p>Peer walks laps with student during PE</p></list-item><list-item><p>Peer demonstrates dribbling the soccer ball between cones first</p></list-item></list></td></tr><tr><td>Reinforcement</td><td>Provide consequences that are likely to encourage continued participation.</td><td><list list-type="Bullet"><list-item><p>Teacher provides specific verbal praise during PE class</p></list-item><list-item><p>Students earn tokens for completing activities, which can be exchanged for a preferred activity</p></list-item><list-item><p>After completing a yoga routine, a student chooses a favorite game</p></list-item></list></td></tr><tr><td>Response prompting</td><td>Provide support after instruction that guides students toward completing activities. Prompts can be physical, modeled, gestured, visual, or verbal.</td><td><list list-type="Bullet"><list-item><p>Physical prompt: Teacher uses hand-over-hand assistance to help a student using a wheelchair push a ball off a lap tray during a modified throwing activity</p></list-item><list-item><p>Model prompt: Teacher demonstrates proper hand placement and swinging of a baseball bat</p></list-item><list-item><p>Gestural: Peer points to the starting line</p></list-item><list-item><p>Visual: Teacher points to a picture of someone holding a baseball bat correctly</p></list-item></list></td></tr><tr><td>Technology</td><td>Incorporate videos, applications, or digital tools to preview, model, or track activities.</td><td><list list-type="Bullet"><list-item><p>Teacher shares a short video of a basketball dribbling drill for the student to watch before practice.</p></list-item><list-item><p>QR codes on the wall can link to PA how-to videos</p></list-item><list-item><p>Student uses a fitness app to track daily step counts</p></list-item></list></td></tr><tr><td>Visual supports</td><td>Use visuals (pictures, schedules, or boundaries) to help students understand expectations and routines.</td><td><list list-type="Bullet"><list-item><p>Picture-based task analysis with a single step per card, using photos of the actual student completing each part of a stretching routine</p></list-item><list-item><p>Visual schedule listing the order students are to complete activities (stretch, walk 3 laps, practice skill, cool down)</p></list-item><list-item><p>Activities and equipment labeled with pictures and written directions of activities to be performed at each</p></list-item><list-item><p>First/then schedule with activity and then reinforcer</p></list-item><list-item><p>Timer showing student how long each activity will last</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0193893615-12">Unified Sports</hd> <p>For students with autism or ID who are interested in additional or alternative ways to engage in school-based sports teams, Special Olympics Unified Sports offers opportunities to compete and participate alongside peers without disabilities. [<reflink idref="bib25" id="ref36">25</reflink>] indicated students with ID participating in these sports showed increased self-confidence, general excitement, sense of belonging, and overall motivation to attend school. Parents also reported satisfaction with students participating in the same activities as their peers ([<reflink idref="bib25" id="ref37">25</reflink>]).</p> <p>Teachers interested in Unified Sports can start by using the Special Olympics program finder at specialolympics.org to locate existing Unified Champion Schools and programs in their area ([<reflink idref="bib28" id="ref38">28</reflink>]). If a program exists nearby, there may be opportunities to partner with a neighboring district before developing a new site. If no program exists, bringing information to a special education coordinator, athletic director, or district transition coordinator can help move the conversation forward, as these staff members are most likely to be familiar with extracurricular programming and disability-related initiatives. For schools not ready to pursue full Unified Champion School status, a smaller entry point may be starting an inclusive club or activity that brings students with and without disabilities together around shared interests. The Special Olympics Northern California Unified Champion Schools Toolkit ([<reflink idref="bib29" id="ref39">29</reflink>]) outlines several models for inclusive youth leadership.</p> <hd id="AN0193893615-13">Extracurricular Clubs</hd> <p>Many schools offer extracurricular clubs that provide inclusive, low-pressure opportunities for students to engage in enjoyable activities, connect with peers, and be included in the school community. The first step for teachers is to identify clubs that support movement and PA. Clubs like jumping rope and walking are accessible and beneficial for students with autism and ID ([<reflink idref="bib17" id="ref40">17</reflink>]). These activities can be practical at school and at home. For example, a walking club requires no equipment, can be designed to include participants who walk, roll, or use other mobility supports, and fosters social interaction and peer connectedness among students with ID ([<reflink idref="bib18" id="ref41">18</reflink>]). For students with more extensive support needs, resources such as the Special Olympics Motor Activity Training Program offer guidance on adapting movement activities to individual ability levels ([<reflink idref="bib27" id="ref42">27</reflink>]). For example, a walking club can be modified so that a student using a wheelchair or mobility device participates alongside peers, the pace and distance can be adjusted for students who fatigue easily, and a visual schedule of the route can support students who benefit from predictability.</p> <p>Beyond walking, other structured club formats have also shown promise for supporting PA among secondary students with autism and ID. Campagna et al. ([<reflink idref="bib4" id="ref43">4</reflink>]) conducted a PA intervention with high school students with autism, ID, and Down syndrome with classrooms that could be used as a club activity. The program included a warm-up, 15 to 20 minutes of running and a cool-down. Results indicated improved fitness and quality of life ([<reflink idref="bib4" id="ref44">4</reflink>]). A gaming club (e.g., esports) is an option to support student engagement and PA ([<reflink idref="bib20" id="ref45">20</reflink>]). Including exergaming, such as virtual reality fitness or active video games, can promote PA while appealing to students' interests in technology and gaming. A gaming or exergaming club can be organized as a lunch or after-school activity in a classroom or common space and facilitated by a teacher or paraeducator. To help students get started, a brief orientation session at the beginning of the club can introduce the equipment and game options, walk students through how to use the controls, and establish any safety or turn-taking expectations. From there, the club can run with minimal ongoing instruction, allowing students to engage with peers in a low-pressure environment. For schools without existing equipment, teachers can explore community partnerships or small grants through community foundations to support purchasing accessible exergaming technology.</p> <p>For Matthew, whose love of dancing and socializing made an exergaming club a natural fit, Mr. Wilson worked with his physical therapist to identify games and positioning supports that would allow him to participate actively alongside peers. Several VR and active video game options accommodate seated play, making it possible for Matthew to engage fully rather than observe from the sidelines.</p> <hd id="AN0193893615-14">Community Physical Activity Programs</hd> <p>As students with autism and ID prepare for adulthood, community-based PA becomes increasingly important in supporting health ([<reflink idref="bib26" id="ref46">26</reflink>]). After assessing student interest and identifying PA goals and services, teachers can support students and families by increasing awareness of local opportunities and connecting families to those resources. Activities and organizations in the community such as camps, fitness centers, and recreational leagues can be effective avenues for increasing PA levels. After attending an adapted PA camp, students reported increased independence and pride, while families experienced stronger connections with other families and enjoyed shared activities as a family ([<reflink idref="bib31" id="ref47">31</reflink>]). Providing families with a list of inclusive and adaptive programs (e.g., fitness centers, Miracle League, Special Olympics) and information about potential funding streams such as Medicaid waivers, local grants, and school transition funds can help offset barriers like cost and transportation. Teachers can build these lists by contacting local recreation departments, collaborating with district transition coordinators, and subscribing to community newsletters. Table 3 gives some examples of questions that families can ask when looking at programs.</p> <p>After discussions with Raul and his parents, Mr. Wilson researched community resources, specifically programs to work on his endurance since he's already in the weightlifting class. Raul's friends always run fun 5 K events in town and Raul wants to run with them. Mr. Wilson was able to find a free, weekly, running club at a local park. This was especially enticing because Mr. Wilson knew that Raul loved being out in nature. Mr. Wilson encouraged Raul and his friends to attend the club together, fostering both PA and social connection. During the following year's IEP meeting, Raul shared that he ran his first 5 K race! He enjoyed the running club and was excited to get faster this year. Mr. Wilson also shared running will help him build up endurance needed during landscaping projects. Raul also talked about how much he enjoyed weightlifting this year, stating the teacher and peers helped him understand what to do and how to do exercises.</p> <p>Aaliyah's PE teacher reported that her engagement during class had increased consistently since incorporating video previews and structured peer activities into her routine. Aaliyah's parents noted she had started asking to bring her iPad to more activities at home, using it to look up dance videos to try with her family. Matthew's team shared that he had become a regular and enthusiastic participant in the after-school exergaming club, and that peers had begun seeking him out as a partner during sessions. His physical therapist noted that the positioning supports put in place for the club had also informed adaptations in his PE class. Together, the experiences of Raul, Aaliyah, and Matthew illustrate how aligning student interests, individualized supports, and community opportunities can increase physical activity participation across a range of abilities and support needs and promote long-term engagement in healthy and active lifestyles.</p> <p>Table 3. School and Community Programs.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="left" /><col align="left" /></colgroup><thead><tr><th align="left"><bold>Program</bold></th><th align="left"><bold>Description</bold></th><th align="left"><bold>Questions Families Can Consider</bold></th></tr></thead><tbody><tr><td>Special Olympics™</td><td>30-plus Olympic-style individual and team sports that provide meaningful training and competition opportunities for persons with ID.<ext-link ext-link-type="url" href="https://www.specialolympics.org/" /></td><td>What sports or activities are offered?Who is eligible to participate?Are there a fee or other costs involved (e.g., travel)?What equipment is necessary/required? Is it provided by the program or do families need to bring their own?What is the typical practice and competition schedule like?What are caregiver expectations during practices or competitions (e.g., stay on site, provide transportation, assist)?Are coaches or trained volunteers available to provide direct support to athletes?How are behavioral challenges or support needs handled during practices and competitions?</td></tr><tr><td>Unified Sports®</td><td>Unified Sports joins people with and without ID on the same team. Training and playing together is a quick path to friendship and understanding.<ext-link ext-link-type="url" href="https://www.specialolympics.org/what-we-do/sports/unified-sports" /></td><td>What sports are offered?Is there a fee?What is the schedule/time commitment?Who are the peers that my student will be playing with?Are parents/care givers expected to participate in practices competitions or are there coaches/volunteers?How are behavior challenges handled?</td></tr><tr><td>Miracle League™</td><td>Mission is to provide opportunities for children with disabilities to play Miracle League baseball. Goal is to promote community support and sponsorship<ext-link ext-link-type="url" href="https://www.miracleleague.com/" /></td><td>What equipment is necessary/required? What is the cost? Who can participate? Time commitment? Are parents/care givers expected to participate in practices competitions or are there coaches/volunteers? How are behavior challenges handled?</td></tr><tr><td>Sports Camps</td><td>Camps available throughout the summer and occasional holiday breaks focused on general physical activities or specific sports.E.g., Adaptive Sports Center in Colorado<ext-link ext-link-type="url" href="https://www.adaptivesports.org/about-us" />E.g., Ability Sports Camp in Chicago<ext-link ext-link-type="url" href="https://abilitysportscamp.com/" /></td><td>What is the cost?What activities do students participate in while at camp?Who can participate?Do campers stay overnight?What qualifications do camp staff have?Do staff have experience or training in working with individuals with disabilities?If campers need personal care, who provides that?How are behavior challenges handled?</td></tr><tr><td>General Community Recreation Programs</td><td>Gyms, fitness classes, exercise groups in the community (e.g., YMCA, Boys and Girls Club, local fitness centers) E.g., Special Strong Gyms- various cities<ext-link ext-link-type="url" href="https://www.specialstrong.com/" />E.g., Spirit Club<ext-link ext-link-type="url" href="https://www.spirit-club.com/" /></td><td>What is the membership cost? Is that cost inclusive of all programs?Are there discounts, sliding scales, or scholarships available?What hours is the facility open?Do staff have experience or training in working with individuals with disabilities?If additional support is needed, are staff willing to provide accommodations?Is there a calm-down or sensory friendly space available if needed?If assistance with personal care is required, is there a private, accessible space for this?Can a family member or direct support care staff attend to support the member? If so, is there an added fee?</td></tr></tbody></table> </ephtml> </p> <hd id="AN0193893615-15">Conclusion</hd> <p>Integrating PA into a student's day can be challenging, particularly for secondary students with autism and ID. Teachers can take concrete steps to address this challenge by embedding evidence-based practices such as choice, peer supports, visual supports, reinforcement, response prompting, and technology into existing PE and elective class structures. Beyond the school day, extracurricular clubs, community-based programs, and family connections offer additional opportunities to build active lifestyles that extend into adulthood. Supporting this process requires assessing student interests, collaborating with families, connecting students to community resources, and helping families navigate potential barriers such as cost and transportation. When teachers approach PA as a transition priority rather than a peripheral concern, students with autism and ID are more likely to develop the habits, skills, and community connections needed to sustain an active and healthy life beyond the classroom.</p> <ref id="AN0193893615-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref28" type="bt">1</bibl> <bibtext> Ault M. J., Shepley C. N. (2019). Stimulus control and prompting strategies. In Pennington R. (Ed.), Applied behavior analysis for everyone (pp. 162–176). AAPC Publishing.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref20" type="bt">2</bibl> <bibtext> Bassette L., Titus-Dieringer S., Zoder-Martell K., Cremeans M. (2020). The use of video-based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting. 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Perspectives of students with disabilities toward physical education: A qualitative inquiry review. Quest, 67(3), 255–273. https://doi.org/10.1080/00336297.2015.1050118</bibtext> </blist> <blist> <bibtext> Haegele J. A., Wilson W. J., Zhu X., Bueche J. J., Brady E., Li C. (2021). Barriers and facilitators to inclusion in integrated physical education: Adapted physical educators' perspectives. European Physical Education Review, 27(2), 297–311. https://doi.org/10.1177/1356336X20944429</bibtext> </blist> <blist> <bibtext> Hume K., Steinbrenner J. R., Odom S. L., Morin K. L., Nowell S. W., Tomaszewski B., Szendrey S., McIntyre N. S., Yücesoy-Özkan S., Savage M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2</bibtext> </blist> <blist> <bibtext> Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. 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Denning https://orcid.org/0000-0001-6466-4752</bibtext> </blist> <blist> <bibtext> The authors received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Lindsay Fox; Melissa N. Savage; Christopher B. Denning and Kara Hume</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib30" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib16" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib19" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib23" firstref="ref18"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib12" firstref="ref21"></nolink> <nolink nlid="nl11" bibid="bib10" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib22" firstref="ref24"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref32"></nolink> <nolink nlid="nl14" bibid="bib21" firstref="ref33"></nolink> <nolink nlid="nl15" bibid="bib25" firstref="ref36"></nolink> <nolink nlid="nl16" bibid="bib28" firstref="ref38"></nolink> <nolink nlid="nl17" bibid="bib29" firstref="ref39"></nolink> <nolink nlid="nl18" bibid="bib17" firstref="ref40"></nolink> <nolink nlid="nl19" bibid="bib18" firstref="ref41"></nolink> <nolink nlid="nl20" bibid="bib27" firstref="ref42"></nolink> <nolink nlid="nl21" bibid="bib26" firstref="ref46"></nolink> <nolink nlid="nl22" bibid="bib31" firstref="ref47"></nolink>
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  Data: Supporting Physical Activity for Secondary Students with Autism and Intellectual Disability: A Guide for Educators and Families
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+Fox%22">Lindsay Fox</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2379-5662">0009-0002-2379-5662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+N%2E+Savage%22">Melissa N. Savage</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+B%2E+Denning%22">Christopher B. Denning</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6466-4752">0000-0001-6466-4752</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kara+Hume%22">Kara Hume</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Training+in+Autism+and+Developmental+Disabilities%22"><i>Education and Training in Autism and Developmental Disabilities</i></searchLink>. 2026 61(1):112-128.
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  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
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  Data: <searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Athletics%22">Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Clubs%22">Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink>
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  Data: 10.1177/21541647261447819
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  Data: Physical activity supports physical health, mental well-being, and social connection for adolescents, yet physical activity opportunities often decrease during secondary years especially for students with autism and intellectual disability. This article provides educators and families with practical, evidence-based strategies, and implementation examples to increase meaningful physical activity participation for secondary students with autism and intellectual disability across school and community settings.
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      – SubjectFull: Secondary School Students
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      – TitleFull: Supporting Physical Activity for Secondary Students with Autism and Intellectual Disability: A Guide for Educators and Families
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          Name:
            NameFull: Lindsay Fox
      – PersonEntity:
          Name:
            NameFull: Melissa N. Savage
      – PersonEntity:
          Name:
            NameFull: Christopher B. Denning
      – PersonEntity:
          Name:
            NameFull: Kara Hume
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2154-1647
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Education and Training in Autism and Developmental Disabilities
              Type: main
ResultId 1