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Team Sports

Playing team sports can provide many physical and social benefits for   children. Study findings showing some of these important benefits are highlighted below:

Development Skills

Communication

Sportsmanship

Leadership

Benefits

Benefits of Team Sports for All Children

  • A review of many studies conducted across different countries reported that participation in team sports among youth was linked with improved psychological, behavioural and social outcomes. (This included lower chances of youth smoking, using alcohol or drugs, and depression or anxiety).1‍
  • Team sports can offer a space for children to build friendships and social networks that can provide support and structure and help build resilience.1

Specific Benefits of Team Sports for Children with Autism

  • For children with autism, team sports or physical education can be so much more than just exercise. When physical education is inclusive and supportive, it becomes a space where children can feel connected, build friendships, and experience the joy of being part of ateam.2

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Risks

Risks of Team Sports for All Children

  • Research has shown that children especially young female athletes in sports like basketball and floor hockey are more likely to experience anterior cruciate ligament (ACL) injuries when landing stiffly, with less knee bending and higher impact forces on the ground.3‍
  • While team sports offer many benefits, one serious risk for children is concussion, particularly in sports like soccer. Completely eliminating concussions may not be possible, but prevention strategies can help reduce both the number of these injuries as well as their severity.4‍
  • The injuries that children are at most risk for vary across different team sports. For example, minor hockey players are most likely to have upper limb injuries, while in soccer and basketball, injuries to the knees and ankles are most frequent (Active & Safe Central, 2025). Furthermore, in soccer, more injuries occur during competitive games than in practice.4

‍Specific Risks of Team Sports for Children with Autism

  • Sensory challenges in team sports especially in the environment can be overwhelming, with loud noises, bright lights, physical contact, and unpredictable movements. These sensory demands may cause discomfort, stress to children leading withdrawal from activities.2
  • Bullying and exclusion can pose problems for children. Social difficulties and differences in communication or coordination may make children with autism more vulnerable to teasing, intimidation, or exclusion by peers.2‍
  • New situations can be intimidating for everyone; however, autistic individuals often have greater fears of injury and situational phobias compared to individuals in the general population.5 Thus, autistic children may experience more anxiety when taking part in team sports.

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Strategies for Outdoor Play

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Specific strategies for Autistic children and their families:

There is little research on team sport strategies specific to autistic children, however, suggestions for ways to support physical education or sport participation more generally include the following:

  • A study on soccer showed that, an inclusive approach that allows for peer interaction and cooperation, and involves trained assistants can help support positive outcomes.8‍
  • Understand the child’s unique abilities, preferences, and sensitivities. This includes being aware of their interests, potential fixations, and what they find comfortable or acceptable.9‍
  • Introduce activities gradually. Ease the child into new sports settings by familiarizing them with the environment ahead of time and include routine such as a warm-up before each session to enhance predictability.9

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Specific strategies for Autistic children and their families:
  •  Provide short, specific and precise instructions and ensure that the various people (teachers, coaches) working with the child are using consistent approaches and messages.9‍
  • Build an inclusive team culture by helping teammates understand autism in a positive way. Encourage kindness, discourage exclusion, and make sure every child feels they belong on the team.9‍
  • Some effective strategies for physical education for children with autism offering structured yet flexible activities that allow children to build confidence. For example, students can benefit from a mix of supervised workouts, skill-based drills, and cardiovascular stations that cater to different abilities and interests.7 These suggestions may also apply to team sports.

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Additional Resources

HappyFeet ASD (HappyFeet Vancouver)

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HappyFeet ASD is a soccer-based program tailored for children on the autism spectrum. It offers a fun, structured, and inclusive environment focused on building motors kills, confidence, and social interaction through play-based learning.

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https://www.happyfeetvancouver.ca/about-happyfeetasd
Enhance West Van/District of West Vancouver - Intro to Hockey for Kids on the Autism Spectrum

This introductory hockey program is designed specifically for children on the autism spectrum and is offered through a partnership between Enhance West Van and the District of West Vancouver. The program focuses on helping children build fundamental skating and hockey skills in a calm, supportive, and sensory-aware environment. Small group sizes and experienced instructors ensure a positive and inclusive experience. For more information on session times, age groups, and registration, visit the District of West Vancouver website.

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https://www.enhancewestvan.ca/hockey-for-kids-with-autism/
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.

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https://autismokanagan.ca/hockey
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.

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https://canucksautism.ca/programs/
Pacific Sport 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.

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https://pacificsportinteriorbc.com/

References

1. 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 Sportsmedicine, 49(3), 246-261. https://doi.org/10.1080/00913847.2020.1850152

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2. Healy,S., Msetfi, R., & Gallagher, S. (2013). 'happy and a bit nervous': The experiences of children with autism in physical education. British Journal ofLearning Disabilities, 41(3), 222-228. https://doi.org/10.1111/bld.12053

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3. Leppänen,M., Pasanen, K., Kujala, U. M., Vasankari, T., Kannus, P., Äyrämö, S.,Krosshaug, T., Bahr, R., Avela, J., Perttunen, J., & Parkkari, J. (2017).Stiff landings are associated with increased ACL injury risk in young femalebasketball and floorball players. The American Journal of Sports Medicine,45(2), 386-393. https://doi.org/10.1177/0363546516665810

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4. Watson,A., Mjaanes, J. M., LaBella, C. R., Brooks, M. A., Canty, G., Diamond, A. B.,Hennrikus, W., Logan, K., Moffatt, K., Nemeth, B. A., Pengel, K. B., Peterson,A. R., Stricker, P. R., & COUNCIL ON SPORTS MEDICINE AND FITNESS. (2019).Soccer injuries in children and adolescents. Pediatrics (Evanston), 144(5), 1. https://doi.org/10.1542/peds.2019-2759

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5. Evans,D. W., Canavera, K., Kleinpeter, F. L., Maccubbin, E., & Taga, K. (2005).The fears, phobias and anxieties of children with autism spectrum disorders anddown syndrome: Comparisons with developmentally and chronologically age matchedchildren. Child Psychiatry and Human Development, 36(1), 3-26. https://doi.org/10.1007/s10578-004-3619-x

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6. Lindsay,G. (2007). Annual review: Educational psychology and the effectiveness of inclusiveEducation/Mainstreaming. British Journal of Educational Psychology, 77(1),1-24. https://doi.org/10.1348/000709906X156881

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7.  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

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8.  Vetri,L., & Roccella, M. (2020). On the playing field to improve: A goal for autism. Medicina (Kaunas, Lithuania), 56(11), 585. https://doi.org/10.3390/medicina56110585

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9.  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

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10. Active and Safe Central (2025). Available at: https://activesafe.ca/

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