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Team Sports

Playing team sports can provide many physical and social benefits for all kids. Study findings have shown some of these important benefits:.

Development Skills

Communication

Sportsmanship

Leadership

Benefit

  • Enhances motor skill development, fosters social interaction with peers, and supports emotional regulation.1,14·      
  • A review of many studies conducted across different countries reported that participation in team sports among youth was linked with improved. psychological, behavioral and social outcomes. (This included lower chances of youth smoking, using alcohol or drugs, and depression or anxiety).14 ·      
  • Studies also indicate that team sports participation improves self-esteem and reduces anxiety and depressive symptoms.14  

‍Many benefits of team sports for autisticchildren exist. Research studies on this topic have reported the following Activities that are fun and cooperative in nature have been shown to increase communication and social relationships.9 

  • Team sports allow children with autism the chance to participate in positive peer interactions and initiate friendships.4 

  • Participating in group sports can help the development of social skills due to the contact children have with other children in these activities.6  

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Risk

    Safety risks that children participating in team sports might experience may include:
  • Sports injuries, such as sprains, strains, fractures, and concussions.12
  • In  soccer, for example, knees and ankles are most often injured body parts with more injuries occurring during competitive games than in practice.12
  • Basketball players often face injuries like ankle sprains, knee issues, and finger fractures 10. The focus on jumping and quick movements in basketball     can cause both sudden and ongoing injuries. https://activesafe.ca/    
  • Research also shows that male athletes involved in team sports exhibit higher overall injury rate compared to female athletes.13

Specific safety risks or challenges linked with team sports for autistic children and youth:

Several ways that taking part in team sports can pose additional challenges for autistic individuals, often linked to behaviors or situations include: 

  • New situations can be intimidating for everyone; however, many autistic individuals have been found to have greater fears of injury and situational phobias compared to individuals in the general population. Thus, autistic children may experience more anxiety when taking part in team sports due to these fears of being hurt or of specific things in their environment.2
  • Activities with more freedom of movement and decision-making can increase anxiety levels for autistic children. The increased anxiety and mental fatigue can also lead to negative behaviors, such as aggression, which could pose a safety risk for the child and/or other players.7  
  • Sensory  overload during a team sport can be challenging for those with sensory     issues. Environmental aspects that could cause sensory overload include acoustics of the gym, lighting, noises (e.g., bouncing ball or whistles), or discomfort wearing a jersey, uniform or other types clothing.5     Wearing safety-related items may also be challenging for some autistic children, for example, using mouthguards, shin guards or helmets. 
  • Risks of being bullied may also impact the experiences of children on the spectrum in team sport situations. This bullying can happen due to     differences among children in their motor skills and or their social interactions. These challenges can create barriers that lead to unsafe play situations with peers.7

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Strategies for Successful Participation
General Strategies for All Children

Here are some ways to help all children and youth join team sports safely and effectively:

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Specific strategies for Autistic children and their families:

Coaches should be flexible with their strategies. Note very strategy will work for every child.

Here are some ideas for coaches working with children on the spectrum

  • To ensure that the child is paying attention; say their name, look at them, limit other noise in the environment, and support with non-verbal body language and/or visual cards.9  
  • Help to address a participant’s fear of injury. This can be done by providing an environment with the appropriate level of challenge and safety measures, which includes safety equipment and enough space to practice team sport  skills.4 
  • Provide clear, step-by-step instructions: Use short, concrete language and model actions whenever possible.8
  • Get ready to join in with social stories, visual schedules, and support family routines.3 

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Specific strategies for Autistic children and their families:
  • Let the participant share their thoughts. Use visual tools like PECS (Picture Exchange Communication System) and hand signals. Make sure you understand their messages. Also, support every effort children make to learn a skill.8 
  • Coaches should talk to families/caregivers. This helps them learn about the child's interests, fears, strengths, and weaknesses. Knowing these can prevent unsafe situations for the child or others.4 
  • Finally, as a preparation and prevention strategy, frontloading (i.e., preparing someone ahead of time by giving them information, expectations, and strategies  before an activity or event happens) is a good way to support their safe participation and enjoyment of the team sport.3 

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Additional Resources

PacificSport Interior BC:

Pacific Sport Interior BC offers a range of programs and resources that support athletes of all ages and abilities. Programs are available for children, youth, and adults and include opportunities for skill development, physical literacy, and sport performance. The website provides detailed information about available programs, training opportunities, community events, and registration details. Several team sports and athlete development programs are offered throughout the year.

https://pacificsportinteriorbc.com/ 
Canucks Autism Network

The Canucks Autism Network (CAN) has a variety of programs to support participants across a range of ages: Early Years (3-6 years), Children(7-12 years), Youth (13 - 17 years) and Adults (18+ years). The program guide offers detailed information on available programs in different BC communities as well as registration information. Several team sports are available depending on the time of year. https://learn.canucksautism.ca/

https://canucksautism.ca/programs/
Autism Okanagan - Hockey(Kelowna Wildcats Special Hockey Program)

The Kelowna Wildcats Special Hockey Program offers an inclusive hockey experience for individuals with autism and other developmental disabilities. The program is run by Autism Okanagan and emphasizes fun, skill-building, and teamwork in a supportive environment. Players of all skill levels are welcome, and equipment support may be available. Visit the website for program details, schedules, and registration information.

https://autismokanagan.ca/hockey

References

[1] Duquette,M.-M., Carbonneau, H., Roult, R., & Crevier, L. (2016). Sport and physical activity: Facilitating interventions with young people living with an autism spectrum disorder. Physical Activity Review, 4, 40–49. https://doi.org/10.16926/par.2016.04.05

[2] Evans, D., Canavera, K., Kleinpeter., F.,Maccubbin, E., & Taga, K. (2005). The Fears, Phobias and Anxieties of Children with Autism Spectrum Disorders and Down Syndrome: Comparisons with Developmentally and Chronologically Age Matched Children. Child Psychiatry& Human Development, 36(1), 3–26. https://doi.org/10.1007/s10578-004-3619-x

[3] Grenier,M., & Yeaton, P. (2011). Previewing: A Successful Strategy for Studentswith Autism. Journal of Physical Education, Recreation & Dance, 82(1),28–43. https://doi.org/10.1080/07303084.2011.10598558 

[4] Healy, S.,Msetfi, R., & Gallagher, S. (2013). O R I G I N A L A R T I C L E Theme 2:Professional interventions and responsive services “Happy and a bit Nervous”: the experiences of children with autism in physical education. British Journal of Learning Disabilities, 41, 222–228. https://doi.org/10.1111/bld.12053 

[5] Lamb, P.,Firbank, D., & Aldous, D. (2016). Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport, Education and Society, 21(5), 698–722. https://doi.org/10.1080/13573322.2014.941794 

[6] Lindsay,G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1),1–24. https://doi.org/10.1348/000709906X156881 

[7] Lopez-Diaz,J. M., Felgueras Custodio, N., & Garrote Camarena, I. (2021). Football asan Alternative to Work on the Development of Social Skills in Children withAutism Spectrum Disorder with Level 1. Behavioral Sciences, 11(11),159. https://doi.org/10.3390/bs11110159 

[8] Menear, K.S., & Smith, S. (2008). Physical Education for Students with Autism:Teaching Tips and Strategies. TEACHING Exceptional Children, 40(5),32–37. https://doi.org/10.1177/004005990804000504 

[9] Obrusnikova,I., & Dillon, S. (2011). Challenging Situations When Teaching Children With Autism Spectrum Disorders in General Physical Education. Adapted Physical Activity Quarterly : APAQ, 28, 113–131. https://doi.org/10.1123/apaq.28.2.113 

[10] Physical Education for Students with Autism. (n.d.). https://doi.org/10.1177/004005990804000504 

[11] Vonder Hulls, D., Walker, L., & Powell, J.(2006). Clinicians’ Perceptions of the Benefits of Aquatic Therapy for YoungChildren with Autism. Physical & Occupational Therapy In Pediatrics,26(1), 13–22. https://doi.org/10.1300/J006v26n01_03

[12] Watson, A., Mjaanes, J. M., & COUNCIL ONSPORTS MEDICINE AND FITNESS. (2019). Soccer injuries in children andadolescents. Pediatrics (Evanston), 144(5), 1. https://doi.org/10.1542/peds.2019-2759

[13] Zech,A., Hollander, K., Junge, A., Steib, S., Groll, A., Heiner, J., Nowak, F.,Pfeiffer, D., & Rahlf, A. L. (2022). Sex differences in injury rates in team-sportathletes: A systematic review and meta-regression analysis. Journal of Sportand Health Science, 11(1), 104-114. https://doi.org/10.1016/j.jshs.2021.04.003

[14] Zuckerman,S. L., Tang, A. R., Richard, K. E., Grisham, C. J., Kuhn, A. W., Bonfield, C.M., & Yengo-Kahn, A. M. (2021). The behavioral, psychological, and social impacts of team sports: A systematic review and meta-analysis. The Physician and Sports medicine, 49(3), 246-261. https://doi.org/10.1080/00913847.2020.1850152

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