Quality of reporting on physical activity content and teaching perspective: A scoping review on children with autism

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Abstract

Background
The benefits of physical activity are well-documented in children with autism spectrum disorder. But, in practice, physical education teachers, trainers, and health professionals may experience challenges achieving the benefits published in physical activity studies. Complete published description on physical activity content and teaching perspectives applied in conjunction with physical activity are important to diminish barriers related to implementation. The objective of this scoping review was to evaluate the quality of the available information on physical activity content and description of teaching perspectives within studies, including children with autism.
Methods
PRISMA-extension for scoping reviews was used to guide the completion and reporting of the study. Seven bibliographic databases were searched for Ph.D. thesis, protocols, or scientific articles reporting primary research on children with ASD participating in physical activity between 3-18 years of age. Data on physical activity content was collected using the Template for Intervention Description and Replication (TIDieR). A qualitative content analysis guided the data collection on teaching perspectives.
Results
The search resulted in n=81 included publications. None of the included publications reported on all items in the TIDieR. The average number of items described in the included publications were 6±3 SD (range 0-11). 40% of the included publications described some aspect of teaching perspectives. Descriptions related to teaching methods were included in 40% of the publications. Description of teaching styles were only included in 12% of the publications.
Conclusion
The existing literature on the relationship between PA participation and ASD-related symptoms in children is extensive and characterized by variations in design and methods. Reporting according to the TIDieR were generally incomplete and the descriptions of teaching perspectives could benefit from added detail regarding both teaching methods and teaching styles.
Translated title of the contributionScoping review af børn med autism og fysisk aktivitet
Original languageEnglish
Article number8
JournalEuropean Journal Adapted Physical Activity
Volume16
Number of pages24
ISSN1803-3857
DOIs
Publication statusPublished - 25 Sept 2023

Keywords

  • children and youth
  • autism
  • Reporting quality
  • TIDieR
  • physical activity
  • teaching perspective.

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