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Abstract
A number of reports have indicated that overweight, obesity, and inactivity occur at higher rates in individuals with autism spectrum disorder (ASD) than in the general population. Many children with ASD fall short of the nationally recommended physical activity levels, largely due to issues with social impairment, emotional regulation, physical regulation, common attributes of individuals on the autism spectrum, and below-optimal motor skills and fitness levels. The purposes of this article are to review factors that can improve the physical activity statistics of students with ASD, outline the researched benefits of physical activity for students with ASD, and summarize strategies for success in physical education. Physical activity is an area of deficit for many students in today's society, but physical activity and physical education are even more challenging for students with ASD. Their challenges can range from social and environmental stressors to biological factors. In addition to the physical and psychosocial benefits of structured movement activities, research continues to discover more and more cognitive benefits related to regular exercise.
