It is documented that physical activity (PA) significantly decreases during adolescence and varies according to day of week and time of day. These data cannot be generalized to youth with autism spectrum disorders (ASD) because the social and behavioral deficits associated with the condition may limit opportunities to engage in PA. PURPOSE: To objectively examine PA patterns of youth with ASD across three different grade levels and according to day of week (weekday versus weekend) and school day time period [in school (9:00 a.m. to 2:00 p.m.) versus after school (3:00 to 6:00 p.m.)]. METHODS: Thirty youth, ages 10-19 years, were divided into three groups: elementary school (ES, n = 9), middle school (MS, n = 9) and high school (HS, n = 12). Physical activity levels were measured with a uniaxial accelerometer. The device was worn during waking hours for 5 weekdays and 2 weekends. Data are reported as counts per minute, time engaged in moderate-vigorous PA (MVPA), and continuous bouts of MVPA. Two way repeated measures ANOVAs were used to examine differences among groups. Significance was set at p < .05. RESULTS: Fourteen participants (47%), primarily in the ES (n = 7) and MS (n = 6) groups, accumulated at least 60 minutes of daily MVPA. ES youth spent more time in 10-minute continuous MVPA on both weekdays and weekends than MS and HS groups [F(2, 27) = 3.37, p = .049, partial eta square = 0.20]. ES youth also acquired more 5-, 10-, and 20- minute bouts of continuous MVPA during school than the other groups (5-minute = F(2, 27) = 4.12, p = .03, partial eta square = 0.23; 10-minute = F(2, 27) = 3.41, p = .048, partial eta square = 0.20; 20-minute = F(2, 27) = 4.77, p = .02, partial eta square = 0.26). CONCLUSIONS: Similar to youth without disabilities, PA decreases during adolescence in youth with ASD. This is attributed to fewer PA opportunities in school, such as recess and physical education, as well as limited involvement in extracurricular activities. Efforts should focus on identifying appropriate in-school and leisure-time PA options that encourage MVPA and meet the unique needs of youth with ASD.
Supported by the AAU-Updyke-Willett Kinesiology Research Grant.