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Snow sports

Snowsports offer many physical, social and emotional benefits for children with disabilities, including children with autism. Adaptive snow sports, like skiing, snowboarding and sit skiing, can help improve children’s motor skills, boost self-esteem, and enhance quality of life. While adaptive snow sports have grown in popularity, there is limited research on this topic. Some research highlights benefits of structured and adaptive snow sports for individuals with disabilities:

Development Skills

Teamwork

Cognitive Skills

Motor Skills

Benefits

  • Adaptive snowsports offer great benefits and offer inclusive spaces for kids and young adults with disabilities. They can build confidence and promote outdoor fun. 1’3’7
  • Adaptive skiing and snowboarding improve balance, coordination, and endurance. They help kids make friends and boost social skills. 3’6
  • Snowsports can help children feel better about themselves. They lower anxiety and improve wellbeing. 1,7
  • Winter sports can help children build outdoor skills, gain independence, and boost problem-solving skills.  Adaptive equipment and special instruction can assist with this. 3’5’6

Benefits Specific to Individuals with Autism

  • Activities such as skating or skiing challenge balance and coordination, supporting the development of fine and gross motor skills, which can develop later for children with ASD. 1’2  
  • Many winter sports programs are structured with routines, clear instructions, and predictable outcomes elements that are especially beneficial for children with ASD. 2
  • Exposure to nature and rhythmic physical movement in winter settings has been shown to lower anxiety and support emotional regulation in children with ASD. 2
  • Participating in group-based winter activities encourages communication, cooperation, and turn-taking, helping children with ASD build social relationships in a fun, structured environment. 8
  • Mastering new skills like skiing or sledding can enhance a child’s self-confidence and sense of accomplishment. 2
  • A study of a community-based adaptive downhill skilling program that included individuals with ASD (11%) reported improvements in ski skills as well as in social, emotional, physical and independence measures. 2

Risks

Risks Associated with Winter Sports

Participating in winter sports does carry some inherent risks. These risks include physical injuries, environmental hazards, and poor weather conditions.

General Risks:

  • Snowsports can lead to injuries such as fractures, sprains, and concussions. Among skiiers, knee injuries are most common while wrist injuries are most common among snowboarders.3’6,10
  • Extreme cold and icy conditions increase the risk of frostbite, hypothermia, and risk of falls.1’9
  • The bright snow, chilly air, and crowded ski resorts can challenge children with sensory sensitivities.7
  • Poor visibility, twilight conditions, and unmaintained trails can lead to slips and falls, and increased injury risk.10

Specific Risks for Individuals with Autism:

  • Difficulties with motor planning and balance among those with autism can increase the risk of falls and injuries.3’6
  • Some participants feel fear or anxiety when trying new physical activities, including worries about the risk of falling.1’7
  • Places such as ski hills often involve loud noises, rapid movements, crowded spaces, and unfamiliar routines, which can lead to sensory overload or distress that may not be easily communicated by those with autism. As a result, instructors or caregivers might struggle to recognize when support is needed, increasing the risk of physical or emotional discomfort for participants. 1’3’9
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Strategies for Successful Participation
General Strategies for All Children

General Strategies for All Participants:

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Specific Strategies for Individuals with Autism

Children with ASD can benefit from adaptive snow sport programs:

  • Adaptive sports instructors are trained to provide tailored coaching and safety tips to participants.6’8
  • Instruction that focuses on student needs can help participants feel supported and safe to fully take part in their lessons. 7
  • Adaptive gear, such as sit-skis, tethers, and outriggers, used in adaptive ski programs can boost safety and access for children with disabilities.3
  • Adaptive sports coaches can teach skills in steps to help boost confidence and ability.7‍
  • Instructors should adjust activities to match participants' skills. They should also add breaks, offer students choices about their lessons and make changes as needed. 6’7, 8
  • Clear instructions and visual aids can help children with ASD participants in understanding their tasks and what is expected.1’8
  • Taking part in adaptive snow sport can help participants meet new friends and feel included 7.
  • For families, visiting the ski area first can help ease anxiety. Viewing demonstration videos and practicing moves beforehand in a safe way can also help. 3
  • Family support can boost children’s comfort and interest in winter sports programs.1’7
  • A study with BC Snowsport association organizational leaders reported how inclusive programming for snow sports for those with disabilities included appropriate training for volunteer ski coaches (through CADS (Canadian Adaptive Snowsports),customizing lessons for individual ski students, and working with the host resorts to support participation and accessibility.6
Specific Strategies for Individuals with Autism

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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