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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

iCan Bike – Kelowna:

iCan Bike is a program offered through iCan Shine that teaches individuals with disabilities how to ride a conventional two-wheel bicycle using adapted equipment, trained professionals, and volunteers. The program typically runs in Kelowna during summer in collaboration with local organizations. For more information visit

https://icanshine.org/wp-content/uploads/2017/08/iCan-Bike.png
Canucks Autism Network

Canucks Autism Network – Outdoor Active Program The Outdoor Active Program by the Canucks Autism Network offers inclusive outdoor activities such as hiking, biking, and paddling for autistic youth aged13 and up. Delivered in partnership with CRIS Adaptive Adventures, this program encourages physical activity and social connection in nature.

https://canucksautism.ca/programs/
City of Kelowna – Adaptive Recreation Programs 

City of Kelowna – Adaptive Recreation Programs The City of Kelowna offers a variety of adaptive programs for individuals of all abilities. These include accessible cycling, swimming, and fitness opportunities, as well as an Access Pass for discounted access to programs and facilities..

https://autismokanagan.ca/hockey

References

[1] Fragala-Pinkham, M. A., Ball, A. L., & Jeffries, L. M. (2021). Efficacy of Lower Extremity Cycling Interventions for Youth with Intellectual Disabilities: A Systematic Review. Physical & Occupational Therapy in Pediatrics, 41(4), 410–428. https://doi.org/10.1080/01942638.2020.1862384

[2] Hauck, J., Jeong, I., Esposito,P., Macdonald, M., Hornyak, J., Argento, A., & Ulrich, D. A. (2017).Benefits of Learning to Ride a Two-Wheeled Bicycle for Adolescents with downSyndrome and Autism Spectrum Disorder. Palaestra, 31(2), 35–41.

[3] Hawks, Z., Constantino, J. N.,Weichselbaum, C., & Marrus, N. (2020). Accelerating Motor Skill Acquisitionfor Bicycle Riding in Children with ASD: A Pilot Study. Journal of Autism& Developmental Disorders, 50(1), 342–348. https://doi.org/10.1007/s10803-019-04224-5

[4] MacDonald, M., Lord, C., & Ulrich, D. (2013). The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(11), 1383-1390. https://doi.org/10.1016/j.rasd.2013.07.020

[5] Mandich, A. D., et al. (2003). Understanding Participation of Children with Developmental Coordination Disorder. Human Movement Science, 22, 583–595.

[6] Merce, J., et al. (2021). Inclusion through Bicycles: Experiences of Families of Children with Disabilities. Sport in Society, 24(4), 697–711. https://doi.org/10.1080/17430437.2019.1703699

[7] National Library of Medicine (2022). Bicycling Benefits for Children with Autism. International Journal of Environmental Research and Public Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9406935/

[8] Ringenbach, S. D. R., et al. (2015). Assisted Cycling Therapy (ACT) Improves Self-Control in Adolescents with Autism Spectrum Disorder. Journal of Intellectual & Developmental Disability, 40(4), 376–387.

[9] Shim, A. L., Peterson, S., & Turbes, J. (2016). Incorporating a pedal-less bicycle curriculum into a K-5th grade after-school program to improve stability for ASD children: Editor: Ferman konukman. Journal of Physical Education, Recreation & Dance, 87(3), 52-54. https://doi.org/10.1080/07303084.2016.1131555

[10] Stewart, O., Vernez Moudon, A., & Claybrooke, C. (2012). Common ground: Eight factors that influence walking and biking to school. Transport Policy, 24, 240-248. https://doi.org/10.1016/j.tranpol.2012.06.016

[11] Thompson, M. J., & Rivara, F. P. (2001). Bicycle-Related Injuries. American Family Physician, 63(10).

[12] Temple, V. A., et al. (2016). Peer-Mediated Exercise Program for Youth with Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 29(6), 571–582.

[13] Tse, A. C. Y., et al. (2021). Improving Executive Function of Children with Autism Spectrum Disorder through Cycling Skill Acquisition. Medicine & Science in Sports & Exercise, 53(7), 1417–1424

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