“Can I have a program for a non-verbal 17 year old?”
“Should we switch things up for variety and so nobody gets bored?”
“How do we make exercise fun?”
These are some of the most common questions I get. And while they’re not bad/malicious/evil👿, they do represent some widespread assumptions or misunderstandings about the how’s and what’s of fitness for the autism and neurodivergent population.
First, autism is a broad spectrum. From those who need 1-to-1 care to independent self-advocates, it becomes difficult to fully encapsulate any topic about ASD in bold face certainty without plenty of qualifying information. Regarding fitness, however, there are some constants. Most, if not all of these concepts, also apply to the neurotypical population. Where we start to differentiate are the inherent challenges to physical, motivational, and cognitive capabilities.
The differences in these PAC (physical, adaptive, cognitive) skills means we need to understand, appreciate, and program/coach for unique needs. It is important to understand that fitness programming is both an art and a science. It takes a skilled, experienced, knowledgeable professional or parent to implement a fitness program. While popular online magazines or media will claim “just do this exercise/activity for a fun fitness experience,” the reality differs.
While exercise can certainly have reinforcing qualities (i.e., be “fun”), it needs to be purposeful and structured to assure an intended outcome. Starting with the general notion “Exercise is beneficial and individuals with autism of all ages and ability levels should have access to fitness programs” is a fine start, especially when there is follow through. There exist, however, plenty of misconceptions or assumptions about how to best implement fitness programs for the ASD and neurodivergent populations. Add to this general misconceptions about exercise science (yes, it is a science), and confusion or misaligned programming is likely.
While there are plenty of misconceptions about general fitness programs (and this will never cease to be the case), there a four common assumptions that I’ve fielded throughout my career. All are well-meaning. Anyone asking these questions is clearly interested in either creating strength and fitness programs for those with autism or inquiring about a specific protocol.
Assumption 1: All Exercises are equal/appropriate: Random exercise selection and implementation does not lead to beneficial results (training effect). We also want to focus on strength building exercises that will generalize to ADLs.
Specific exercises implemented correctly can lead to greater strength, stability, and motor functioning for neurodivergent individuals (as they will with anyone else). The consistency and appropriate challenge level of each exercise is the greatest outcome factor.
We also need to consider what aspects of an exercise will have the greatest benefit. At the risk of getting too technical, there are three different muscular contractions (commonly referred to as “activation;” concentric, eccentric, and isometric. These are important for understanding not only what each exercise is intended to do, but why, as you’ll read below, just having a “program” does not make each exercise automatically functional.
The concentric and eccentric (raising/lowering, pushing/pulling) control practically define the benefit of the movement. Isometric holds have much lower strength and muscle growth potential, which is why yoga is not an ideal choice for developing generalizable strength compared to squats, presses, band/cable rows, push-ups, and pull-downs (band or bodyweight).
The very good news is that since there’s no such thing as an “autism specific” exercise, we can take what works for just about everybody else and apply similar, if not the same program strategies to the autism and neurodivergent population.
Assumption 2: “All you need is a program”: I’ve been asked to write/email “just a program for…” Even if it consists of typically effective exercises, what about adaptive and cognitive functioning, let alone whether the exercises can be performed with safe, effective form.
This program assumption follows from the first item on the list regarding exercise selection. While the “ideal program” may have exercises that would/could be effective, the difference lies in implementation. Many teens and adults with autism cannot perform a full, controlled squat movement. Having squats in their program is a good idea, provided the coach/instructor understands how to modify, cue, and progress the squat. Each exercise is a tool that can be used by a practitioner who understands and has a working knowledge of parameters for performance.
Assumption # 3: We need to make it “fun.” Fun is relative. We certainly want programming to be reinforcing, but the notion of “fun” often coincides with the infantilization, or not-respecting-the-athlete consideration that they can, consistently, do something challenging.
Fun may look different. And there is a difference between play and exercise. Which is fine, that difference should exist. A constant focus on gamifying fitness can prove exhausting. Many autistic individuals, particularly teens and adults, do not require a party-like atmosphere to have success with strength-based fitness programming. In fact, it can be counterproductive. The 3 “magic” ingredients to making fitness (more) reinforcing for those with ASD are…
- Be consistent with labels, language, and exercises
- Provide choice and when/then contingencies
- Use behavior-specific praise
Assumption #4: It’s important to add variety. Not until certain baseline skills are mastered. Too much variety may have an adverse affect on physical progress and on the athlete developing an appreciation and understanding of the general framework of the session, the exercises, and expectations.
Variety is often overused in fitness programming at the expense of steady, incremental progress. Since many individuals with autism and related neurodivergence need more time, practice, and consistency with each exercise to develop mastery, adding variety gets in the way of progress.
Some worry about the athlete “getting bored” which, while over time can be a consideration, is seldom an issue within the first few weeks or months of implementing a program.
You get these important and successful programming strategies in the Autism Fitness Certification program.