Why do we modify an exercise?
It sounds like a simple question, but the answer shapes nearly every session we run. Before we can talk about how to modify, we have to define what a modification is and what it means for our autism and neurodivergent athletes.
What “Standard Level” Looks Like
Every exercise has a target. In Autism Fitness programming, we call it standard level: the exercise is performed with full range of motion, with motor control, and without compensatory movement.
In plain terms, the movement isn’t breaking down. It looks good, and it’s performed with enough control that the exercise does what it’s supposed to do. A squat trains the legs and hips. A push-up trains the chest, shoulders, arms, and trunk stability. When the form falls apart, the exercise stops doing its job.
Many of our athletes run into challenges with a squat, a push-up, or an overhead press. That isn’t a lack of effort. They often don’t yet have the underlying physiological and neuromuscular capabilities to perform the movement at standard level.
Modifications bridge that gap. They’re the tools that help an athlete move better now, so they get stronger, more stable, and more independent over time.
The Two Reasons We Modify
Reason One: Physiological
The athlete doesn’t yet have the strength, stability, and motor control to perform the movement pattern independently and at standard level.
This is about physical capacity. An athlete who can’t control the descent of a full squat isn’t being stubborn. Their body isn’t ready for that range of motion under control. Asking them to do it anyway leads to compensation, frustration, or both.
Reason Two: Neurological and Neuromuscular
The second reason is less visible. The athlete may have the raw strength, but they’re still developing the neural pathways and kinesthetic awareness to complete the movement efficiently.
This is very common with our athletes. It isn’t that they’re unaware of their bodies. Connecting what the brain intends with what the body does, in that particular movement pattern, is still a work in progress.
The good news is that this improves with time and practice, as long as the athlete has adequate support. The more our athletes practice a movement pattern, the better they get at it. Modifications provide that support so practice becomes productive.
Motor challenges aren’t a small or occasional issue in this population. A large SPARK study published in Physical Therapy found that 86.9% of children with autism were at risk for motor impairment. Those challenges didn’t go away with age, yet only 31.6% were receiving physical therapy. For most of the athletes we work with, modification will be part of the program from day one.
The Three Modifications in Our Toolbox
Once we know why an athlete needs support, we choose how to give it. There are three modifications.
1. Physical Modification
We change the exercise itself, or physically support the athlete through it.
- Squat: squat to a box. The box sets a consistent depth and gives the athlete a clear target, so they can control the movement.
- Push-up: use an elevated push-up with the hands on a raised surface, which reduces the load so the athlete can move through a full range with control.
- Standing band row: physically guide the athlete through the movement so they can perform it with motor control. We usually start with a band before moving to a cable row.
A physical modification isn’t a “lesser” exercise. It’s the version of the exercise that the athlete can actually perform well, which means it’s the version that will make them stronger.
2. Visual Modification
The second modification is a visual cue, usually a mirror prompt. We stand in front of or slightly to the side of the athlete and perform the movement right before or during their set.
Now the athlete has a picture of what the exercise is supposed to look like. They can take that picture in and perform the movement better. For many of our athletes, seeing it beats hearing about it.
3. Verbal Modification
The third tool is a verbal cue. These are short reminders, and we save them for later, once the athlete is already familiar with the exercise.
Explaining an exercise is almost always problematic. Adding language and directions before the athlete has performed the movement for at least a few sessions often doesn’t have the effect we want. More words mean more to process, and less attention on the movement itself.
The Coaching Trap: Overcoaching
Most coaches, therapists, and teachers have been trained to explain. So when an athlete struggles, the instinct is to talk more.
We don’t lead with long explanations.
We don’t stack directions before the athlete has performed the exercise for a few sessions.
We don’t try to fix every detail with words.
Instead, we hold off on the verbiage and follow the Autism Fitness practice of Label, Demo, Do, and Cue:
- Label the exercise with a short, consistent name.
- Demo the exercise so the athlete sees what it looks like.
- Do: the athlete performs it, with whatever physical or visual modification they need.
- Cue with brief reminders, once the athlete is familiar with the movement.
This keeps coaching efficient and effective for both coach and athlete. It also puts most of the session’s time where it belongs: on performing the exercise.
From Modified to Independent
Modifications aren’t permanent. They’re a starting point with a direction.
The goal is to take an athlete from a modified variation to performing the squat, push-up, overhead press, or farmer’s walk independently and at standard level. As strength, stability, and kinesthetic awareness improve, we gradually reduce the support until the athlete can do the movement on their own.
Independence matters because it carries over. An athlete who can squat with control can get up from a chair, off the floor, and out of a car more easily. An athlete who can carry a heavy load can bring in groceries. Our aim is for every exercise to transfer as fully as possible to activities of daily living.
Your Turn
Think about one athlete you’re working with right now:
- Is their main challenge physiological, neurological, or both?
- Which modification are they using right now: physical, visual, or verbal?
- What’s the plan to progress beyond it?
If you can answer all three, your modifications have a purpose. If not, that’s the place to start.
Become an Autism Fitness Certified Pro
If you’re ready to bring highly effective, meaningful fitness programs to autistic and neurodivergent athletes, the Autism Fitness Pro Certification will teach you how. Learn about the course, register, and start your coursework right away
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