Physical activity experiences among children with ADHD and ASD: a qualitative meta-synthesis literature review.

Abstract

Purpose: The aim was to analyze and synthesize empirical research on physical activity experiences among children diagnosed with ADHD and ASD.

Methods: A qualitative meta-synthesis was conducted, including 17 articles published between 2010 and 2023. The synthesis encompasses qualitative research on the experiences of children with ADHD and ASD in organized physical activity. Data were categorized into overarching themes based on a socio-ecological model. Each overarching theme was subdivided into themes and sub-themes illustrated with extracts from each study.

Results: The research was conducted in several countries, with a predominance of studies from the USA and Canada. Most studies focused on children diagnosed with ASD, with boys being more frequently represented. Various intrapersonal factors were influential, with negative factors including disability-specific constraints, motor skill difficulties, and dissatisfaction with physical activity, while enjoyment of specific activities and positive attitudes towards physical activity were identified as some of the positive factors. In terms of interpersonal factors, interactions with family, friends, teammates, and coaches or teachers shaped both positive and negative experiences.

Conclusions: The findings provide valuable insights into the experiences of children with ADHD and ASD in organized physical activity contexts. Key aspects identified can guide future research and initiatives aimed at including children with ADHD and ASD in organized physical activities.