Physical activity experiences among children with ADHD and ASD: a qualitative meta-synthesis literature review.

This review looked at how children with ADHD and autism experience sports and organized physical activities. Researchers found that some things made participation harder (like motor skill challenges and feeling dissatisfied) while others helped (enjoying certain activities and having positive attitudes). Relationships with family, friends, teammates, and coaches were very important in shaping whether children had good or bad experiences. The findings can help make physical activities more welcoming for children with ADHD and autism.

This qualitative meta-synthesis analyzed 17 studies (2010-2023) examining physical activity experiences among children with ADHD and ASD. Using a socio-ecological framework, researchers identified key factors influencing participation in organized physical activities. Intrapersonal factors included both barriers (disability-specific constraints, motor skill difficulties, dissatisfaction) and facilitators (enjoyment of specific activities, positive attitudes). Interpersonal factors involved complex interactions with family, friends, teammates, and instructors that shaped both positive and negative experiences.

Most research focused on children with ASD, with boys more frequently represented. Studies were predominantly conducted in USA and Canada, providing insights to guide future inclusion initiatives in organized physical activities.

Interventions should address motor skill development and disability-specific barriers while building on individual interests and strengths. Training for coaches, teachers, and families on supporting children with ADHD/ASD in physical activities is crucial. Creating inclusive environments that foster positive peer and adult relationships can enhance participation outcomes.

Limited geographic diversity with predominance of USA and Canadian studies. Most research focused on ASD rather than ADHD. Boys were more frequently represented than girls. As a qualitative meta-synthesis, findings may not be generalizable across all populations and contexts.

The aim was to analyze and synthesize empirical research on physical activity experiences among children diagnosed with ADHD and ASD. A qualitative meta-synthesis was conducted, including 17 articles published between 2010 and 2023. The synthesis encompasses qualitative research on the experiences of children with ADHD and ASD in organized physical activity. Data were categorized into overarching themes based on a socio-ecological model.

Each overarching theme was subdivided into themes and sub-themes illustrated with extracts from each study. The research was conducted in several countries, with a predominance of studies from the USA and Canada. Most studies focused on children diagnosed with ASD, with boys being more frequently represented. Various intrapersonal factors were influential, with negative factors including disability-specific constraints, motor skill difficulties, and dissatisfaction with physical activity, while enjoyment of specific activities and positive attitudes towards physical activity were identified as some of the positive factors.

In terms of interpersonal factors, interactions with family, friends, teammates, and coaches or teachers shaped both positive and negative experiences. The findings provide valuable insights into the experiences of children with ADHD and ASD in organized physical activity contexts. Key aspects identified can guide future research and initiatives aimed at including children with ADHD and ASD in organized physical activities.