The Step Up for Autism program, led by a multidisciplinary research team from the Schools of Allied Health and Psychology, aimed to improve physical activity participation for autistic children.

In recognition of the different language preferences within the autism community, the following article uses both identity-first language (e.g., “autistic kids”, “autistic child”) and person-first language (e.g., “kids with autism”, “child with autism”).

As community clubs transition from Winter to Summer sport, we see once humming netball centres stand vacant and football ovals metamorphose into cricket and tee-ball fields teeming with kids participating in their favourite sports. What we don’t see are the complex barriers to physical activity faced by autistic kids, leading to their low participation rates and associated lifetime impacts on their metabolic, physical, and mental health. During 2024, a research team led by Associate Professor Tim Fairchild, Dr Brook Galna, Dr Shu Yau and the project officer Ms Stephanie Bovell, set out to identify these barriers and improve physical activity participation for kids with autism by codesigning and implementing the Step Up for Autism physical activity program.

The multi-disciplinary research team comprised experienced academics, higher degree students (PhD and Masters candidates), and undergraduate students from the Schools of Allied Health and Psychology. The team was supported by external collaboration partners from private and public sectors and the autistic community. The program was funded by The Hospital Research Foundation Group (formerly Spinnaker) with a Telethon grant. Crucially, the program was informed by the lived experience of the participating families: children with autism and their parents/guardians.

Developing the co-designed Step Up for Autism program was multi-phase. Initial work began by interviewing 20 parents of autistic kids aged 5-12 years, exploring the barriers and facilitators to their child’s involvement in physical activity. We learned that families experienced limited resources (cost and energy), lack of appropriate training in adults to support their child, and lack of exercise programs to suit their child's needs. Parents told us that the critical barriers for their kids were overstimulating environments, other children in the program, and a lack of sustained interest and motivation. Then, we interviewed 12 families, asking what they’d like from a physical activity program and what success looked like for their child. Next, we implemented an 8-week physical activity program developed according to that information. 12 children started and 10 children finished the Step Up for Autism program – and they all want more! Finally, we met with the families again, asking them to reflect on the program and their child’s achievements.

Unsurprisingly, the researchers frequently became the students! From a data collecting perspective, we learned traditional approaches to baseline activity measurement (e.g., GAIT, activity monitors) were unsuitable due to a child’s sensory sensitivities, inattentiveness, or PDA (pathological demand avoidance/pervasive drive for autonomy). Instead, the team leaned on observational methods to measure skills acquisition and building. The team learned the importance of planning the session, but with the view to adapting these plans. This meant checking in with parents to monitor the child’s mood and adjusting session plans according to the child’s needs on the day. From a goal-setting perspective, we learned that enjoyment was the key goal and essential for the kids to return each week. This required accepting that cutting a session short was sometimes the best option. Finally, from a communication perspective, we learned the importance of being respectful and accepting, direct and demonstrative, to create an environment for the kids to feel safe to be themselves and experience the joys of physical activity.

The final stage of the program was completed in early December, with data analysis underway. The research team look forward to sharing program outcomes with the participating families, collaborators, and the wider community in the new year. We thank the families for generously sharing their insight and giving their time to the program. 

Thanks to the efforts of our external partners, including Prof Ben Jackson, Ms Stephanie Dowden, Dr Janine Spencer, Ms Wendy McCafferty and Dr Shailender Mehta. Special thanks also to all the amazing families we met along the journey as well as The Hospital Research Foundation Group who made it all possible through a Channel 7 Telethon Trust grant.

Without the assistance of Murdoch University students the study wouldn’t be possible. Psychology team: Emily Moore (MU Psyc. Hons), Galvin Tay (MU Master of Clin. Psyc. student), Bronte Kelso-Marsh (MU PhD candidate); Exercise Science team: Emily Wood (MU PhD candidate) & Kristen De Marco (MU PhD candidate). The study was well-supported by a team of undergrad students who gained invaluable practical experience: Angelina Do, Tan Xing Tong Alina, Olivia Bradshaw, Samantha Leitch, Dilinie Gunasinghe, Karli Beukes, Sasha Eves

To learn more about the Step Up for Autism program and keep informed of outcomes and future work related to the program, we invite you to connect us on email, or view our website or facebook page

Recent articles:

The West Australian, Saturday, 30 Nov 2024

The Pilbara News, Sunday 30 Nov 2024

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