The exercise program transforming the lives of children with autism

Only 14 per cent of children with autism get enough exercise. This is due to various factors, including that many children’s sport and exercise programs are designed with neurotypical children in mind.  

Now, an innovative exercise program co-designed by Murdoch University researchers, children with autism and their families, is breaking down barriers for enjoyable movement. 

‘Step Up for Autism’, funded by The Hospital Research Foundation Group through a Telethon Trust Grant, invited autistic children aged five to twelve to share which activities they most wanted to include in a personally developed exercise program. 

The ‘choose your own adventure’ style program was designed to build motor skills, increase confidence and relieve symptoms of anxiety. 

“Each session was focused on a specific activity requested by the child, for example learning to ride a bike or play tennis – which kept the learning interesting and fun in a safe environment,” Associate Professor Timothy Fairchild said. 

During the eight-week program, the children improved their physical strength and coordination and grew in confidence. This confidence was important as it also helped thechildren better express what they wanted most from the program. 

At the core of the project’s success was a neuroaffirming environment where children were completely free and encouraged to be themselves.  

Associate Professor Fairchild worked alongside Project Officer Stephanie Bovell, Dr Brook Galna and Dr Shu Yau from Murdoch University’s School of Allied Health and industry partners to design each exercise program in collaboration with children and their families. 

Ms Bovell said the co-design element is what’s missing in many existing programs, which can cause more barriers for the children and their families. 

"A lot of autistic children can feel overwhelmed, and it requires a lot of energy to control the multiple emotions they are feeling, and this can be exhausting,” she said. 

“In the playground it’s noisy and chaotic – which is fun for neurotypical children because it’s free and autonomous. However, for neurodivergent children, and autistic children in particular, that can be overwhelming.”  

Kay Scott, grandmother and guardian of study participant Poppy (9), said the program brought her granddaughter out of her shell and proved she could do whatever she set her mind to.

“She’s proved to herself she can do things and is now more willing to try things,” Ms Scott said. 

“Her balance and co-ordination have improved immensely and with that comes confidence and self-esteem. 

“We needed to work on what was limiting her, but it needed to be something she was willing and happy to do. The co-design was the only way it was going to have great success. 

“It really only works if the child is willing to do it and if it's something they’d enjoy doing – there’s your success, they’ll go off and do it out of this environment.” 

Ms Bovell said the results of the program were not only extremely positive, but quite emotional for the research team to observe.  

“It’s inspiring as a researcher to witness the incredible changes in the children involved in this program,” she said. 

“For certain children, it was the ability to communicate. We also saw children who started the program with limited physical strength, abilities and coordination – and by the end of the program with help of the amazing trainers, they were able to not only master some of those key skills but also ask to learn new skills.”  

Poppy said her favourite part of the weekly sessions was playing tennis and that she really liked swimming in her spare time. 

When asked what she’d miss most about the program, her answer was clear. 

"Everything.”