Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education |
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| Authors: | Chien-Yu Pan Chia-Liang Tsai Chia-Hua Chu Kai-Wen Hsieh |
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| Institution: | 1. Department of Physical Education, National Kaohsiung Normal University, No. 116, He-Ping First Road, Kaohsiung 802, Taiwan;2. Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan 701, Taiwan;1. Faculty of Health Sciences, McMaster University, 1280 Main St. W., Hamilton, Ontario L8S 4K1, Canada;2. Faculty of Applied Health Sciences, Brock University, 500 Glenridge Avenue, St. Catharines, Ontario L2S 3A1, Canada;1. Department of Health Sciences, Lund University, Box 157, S-221 00 Lund, Sweden;2. Habilitation & Health, The Habilitation, Skaraborgsgatan 19 A, S-541 50 Skovde, Sweden;3. Habilitation & Health, Ekelundsgatan 8, S-411 83 Gothenburg, Sweden;1. KU Leuven – University of Leuven, Department of Rehabilitation Sciences, Leuven, Belgium;2. KU Leuven – University of Leuven, University Psychiatric Center KU Leuven, Leuven-Kortenberg, Belgium;3. Department of Exercise Physiology, School of Medical Sciences, University of New South Wales, Sydney, Australia;1. Department of Family Medicine, McMaster University, Hamilton, ON, Canada;2. Departments of Kinesiology, Psychiatry and Behavioural Neurosciences and Clinical Epidemiology and Biostatistics, CanChild Centre for Childhood Disability Research, and Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada;3. Department of Community Health Sciences, Brock University, St. Catharines, ON, Canada |
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| Abstract: | The main purpose of this study was to compare the objectively measured physical activity (PA) and the motivation process between adolescents with (n = 25) and without (n = 75) autism spectrum disorders (ASD) in inclusive physical education (PE); and assess the associations of the PA levels to a sequence of motivational processes. Independent t-tests revealed significant PA and motivational process differences between adolescents with and without ASD. External regulation was positively correlated with the percentage of time that adolescents with ASD spent in moderate PA (r25 = 0.58, p < .01) and moderate-to-vigorous PA (r25 = 0.50, p < .05), and this extrinsic motive was associated with their needs of being attached or related in the class (r25 = 0.53, p < .01). No significant associations of PA in PE on the motivational sequences of adolescents without ASD were observed. It is concluded that adolescents with ASD had less PA levels in PE and lower motives toward PE than adolescents without ASD, and external regulation was important in facilitating PA participation in adolescents with ASD. |
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