Adherence to 24-hour movement guidelines for children with ASD 

Authors: CHAN, Si Hui, SOON, B.Y Jarrell, TONG, C. Benjamin, NG R.W. Ron, MOHAMMED ZULKIFLI, M. Aizzul Putra (FYP students from the Diploma in Sport & Exercise Science)

Supervisor: TAN, S.Y. Jernice, Senior Lecturer, School of Sports, Health and Leisure, Republic Polytechnic.

Introduction

Methodology 

Results & Discussion

Our findings:

• None of the children met all 3 guidelines with lower % of guidelines met in ASD children than NT. 

• PA was the least met guideline, with 4.2% of NT and 0% of ASD meeting MVPA guidelines.

• ST and SL guidelines performed better, with 51.7% and 36.8%, respectively.

Other studies:

• ASD children had low adherence to all 3 guidelines, especially PA (Aw et al., 2022; Li et al., 2022).

• 33.7% (ASD), 38% (NT aged 7-12) and 39.7% (NT aged 13-17) didn’t meet guidelines (Aw et al., 2022).

• 7.9% (ASD), 4.4% (NT aged 7-12) and 10.3% (NT aged 13-17) met PA guidelines (Aw et al., 2022). 

Conclusion

We observed limited adherence to 24-hour movement guidelines in Singapore especially for those with ASD. PE educators could utilise the recommendations and motivate students to take part in MVPA for at least 60 minutes a day.

Recommendations for Inclusive Physical Education:

• Personalization and Modification. Tailor activities to meet the needs of all students, regardless of ability, by modifying existing sports and games or choosing physical activities that can be adapted to different levels.

• Foster Teamwork and Peer Support. Create an inclusive and supportive environment by pairing students with a wide range of abilities in team-based activities. This will build social skills and promote a sense of community.

• Provide Adapted Equipment and Inclusive Sports. Provide access to adapted equipment such as sports wheelchairs, specialized balls, and larger scoring areas. Choose inclusive games that are designed for students with a wide range of abilities to participate in.

• Prioritize Fun and Engagement. Ensure that regular sports and adapted activities align with students' abilities to encourage a positive environment and active participation. This will make physical education more enjoyable and motivating for all.

• Encourage Communication and Respect. Establish open communication with students with a wide range of abilities to better understand their needs and preferences. This will promote acceptance, respect, and the celebration of diversity.

References

Aw, N. J., Chua, T. B. K., Tan, K. H., Loo, B. K. G., Quah, P. L., & Chia, M. Y. H. (2022). Adherence to Singapore 24-hour integrated activity guidelines and quality of life among Singaporean children and adolescents in the COVID-19 pandemic. ACPES Journal of Physical Education, Sport, and Health, 2(2), 107-119. 

Haegele, J. A., Sun, F., Li, C., Ng, K., Lee, J., Ang, S., Alvez, M., Yang, H., Wu, Y., Tan, S. Y. J., Rintala, P., Huang, W. Y., Healy, S., Dos Santos Alves, Schliemann, A. L., Maeng, H., Kärnä, E., & Ding, D. (2023). Environmental Correlates of Physical Activity and Screen-Time in Youth with Autism Spectrum Disorder: A Seven-Country Observational Study. Journal of Autism and Developmental Disorders. 

Li, C., Haegele, J. A., Sun, F., Alvez, M., Ang, S., Lee, J., Ng, K., Dos Santos Alves, I., Healy, S., Huang, W. Y., Rintala, P., Tan, S. Y. J., Wu, Y., Yang, H., Kärnä, E., Maeng, H., Schliemann, A. L., & Ding, D. (2022). Meeting the 24-h movement guidelines and health-related outcomes among youth with autism spectrum disorder: a seven-country observational study. Child and Adolescent Psychiatry and Mental Health, 16(1), 50.

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