Start Date
19-6-2025 10:30 AM
End Date
19-6-2025 12:00 PM
Abstract
Background: Due to the unique physiological and psychological characteristics of children with autism, they often face challenges in fully integrating into traditional physical education systems. Therefore, this study aims to provide scientific evidence and practical guidance for physical education for children with autism through a systematic review of relevant literature.
Methods: A thematic search was conducted to comprehensively collect literature on the effects of exercise interventions for children with autism published between January 2006 and January 2024 from authoritative databases such as CNKI, VIP, Web of Science, PubMed, and Google Scholar. A total of 16 randomized controlled trials (RCTs) were included to ensure the reliability and validity of the results.
Results: The systematic review revealed that exercise interventions significantly improved the gross motor skills of children with autism while also enhancing their executive function. Furthermore, exercise interventions played a key role in improving social interaction skills and effectively alleviated anxiety and low self-esteem in these children.
Conclusion: This study suggests that physical activity is a vital tool for promoting the overall healthy development of children with autism. Therefore, educational practices should pay more attention to the specific needs of children with autism, incorporate physical activity into their educational systems, and explore and implement targeted intervention strategies to better support their growth and development.
Recommended Citation
Luo, Jiawei and Li, Yun, "A Systematic Review of the Effects of Exercise on Gross Motor Skills and Social Abilities in Children with Autism" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 23.
https://sword.mtu.ie/isapa/2025/day4/23
A Systematic Review of the Effects of Exercise on Gross Motor Skills and Social Abilities in Children with Autism
Background: Due to the unique physiological and psychological characteristics of children with autism, they often face challenges in fully integrating into traditional physical education systems. Therefore, this study aims to provide scientific evidence and practical guidance for physical education for children with autism through a systematic review of relevant literature.
Methods: A thematic search was conducted to comprehensively collect literature on the effects of exercise interventions for children with autism published between January 2006 and January 2024 from authoritative databases such as CNKI, VIP, Web of Science, PubMed, and Google Scholar. A total of 16 randomized controlled trials (RCTs) were included to ensure the reliability and validity of the results.
Results: The systematic review revealed that exercise interventions significantly improved the gross motor skills of children with autism while also enhancing their executive function. Furthermore, exercise interventions played a key role in improving social interaction skills and effectively alleviated anxiety and low self-esteem in these children.
Conclusion: This study suggests that physical activity is a vital tool for promoting the overall healthy development of children with autism. Therefore, educational practices should pay more attention to the specific needs of children with autism, incorporate physical activity into their educational systems, and explore and implement targeted intervention strategies to better support their growth and development.