Peer-reviewed article
Attendance Compulsory, Motivation Conditional. Autistic Youth's Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation.
Wong ML, Milbourn B, Afsharnejad B, Ntoumanis N, Arnell S et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This qualitative study explored how autistic youth aged 7-18 years in Australia experience physical education (PE) and what motivates them to participate. The research found that autistic students have different needs for psychological support compared to their non-autistic peers, particularly around feeling competent, having autonomy, and feeling they belong. Three key factors shaped autistic students' motivation: adapting to external demands, predictability, and their emotional experiences. PE teachers play a crucial role in creating environments that support the specific psychological needs of autistic students.
Key points
- Autistic students participate less in PE than their peers, with motivation being a primary driver of participation
- Basic Psychological Needs (competence, relatedness, autonomy) satisfaction differs for autistic compared to non-autistic students
- Autistic differences in adjustment to external demands, need for predictability, and affective experiences underpin psychological needs satisfaction
- PE teachers are best positioned to facilitate need-supportive environments for autistic students
- Interview responses showed relatedness was most frequently mentioned (165 responses), followed by competence (124) and autonomy (76)
Limitations
This is a qualitative study with 26 Australian autistic youth, so findings may not generalise to autistic children in other countries or cultural contexts. The study does not measure actual participation rates or test specific intervention strategies, only explores experiences and perceptions.
Abstract
Autistic students participate less in Physical Education (PE) than their peers. Motivation is a primary driver of participation in PE, yet little is known about factors influencing the motivation of autistic youth in PE. This qualitative study explored the experiences of Australian autistic youth aged 7-18 years (N = 26) in mainstream PE. A deductive content analysis approach, informed by Self-Determination Theory (SDT), directed the development of the interview guide and analysis. Deductive responses (k = 526) were related to the Basic Psychological Needs postulated by SDT: relatedness (k = 165), competence (k = 124), and autonomy (k = 76) and included 33 conceptual categories. Inductive responses capturing autistic differences were mapped to the Conditional Participation Model themes: Adjustment to external demands (k = 52), predictability (k = 41), and affective experiences (k = 68), incorporating 16 conceptual categories. Autistic differences underpin Basic Psychological Needs satisfaction/frustration. Supporting the Basic Psychological Needs of autistic students differs from their neurotypical peers, with PE teachers best positioned to facilitate a need-supportive environment for autistic students.Lay AbstractAutistic youth participate less in Physical Education (PE) than their classmates. We do not know much about the motivation of autistic students to participate in PE. Self-Determination Theory says our motivation is affected by the satisfaction of our Basic Psychological Needs of competence (can I do it), autonomy (is there a choice), and relatedness (do I belong). We investigated what impacts the psychological needs of autistic youth in PE. We also explored how autistic differences affect motivation using the Conditional Model of Participation that considers exercise participation for autistic youth. We interviewed 26 Australian autistic youth, (7-18 years) investigating factors impacting their Basic Psychological Needs in PE. This is a deductive approach, as we considered specific themes and used these to analyse responses. We also recorded patterns relating to autistic differences. This was an inductive approach as themes emerged from the responses. Participants provided 365 responses in relation to competence (124), relatedness (165), and autonomy (76). In addition, 161 responses linked to autistic differences. We mapped responses to the Conditional Participation Model themes of adjustment to external demands (52 responses), predictability (41 responses), and emotions (68 responses). Autistic differences underpinned the Basic Psychological Needs of participants. The PE teacher had the biggest impact on supporting these needs.