A Peer Mentored Physical Activity Intervention: An Emerging Practice for Autistic College Students

Area of Science:

• Autism Spectrum Disorder Research
• Exercise Science
• Public Health Interventions

Background:

• Autistic individuals often experience lower fitness levels and increased health issues compared to their non-autistic peers.
• Motor skill deficits and limited opportunities can hinder physical activity participation in autistic adults.
• There is a need for tailored physical activity programs to address these health disparities.

Purpose of the Study:

• To evaluate the effectiveness of a 10-week peer-mentored physical activity program, Into Fitness Together (IFiT), for autistic college students.
• To assess changes in health-related fitness and understand the lived experiences of autistic participants in the IFiT program.
• To explore the potential of self-determination theory in motivating physical activity among autistic young adults.

Main Methods:

• Sixteen autistic college students were paired with exercise science students as peer mentors.
• Participants engaged in 2.5 hours of individualized physical activity per week for 10 weeks.
• Fitness levels were assessed pre- and post-program, and qualitative interviews explored participants' experiences.

Main Results:

• Participants showed significant improvements in cardiorespiratory fitness, muscular endurance, and flexibility.
• Key themes from interviews included enhanced motor competence, improved overall health perception, and a strong sense of belonging.
• Social interaction with both autistic and non-autistic peers was a valued aspect of the program.

Conclusions:

• The Into Fitness Together program demonstrates potential for improving physical fitness and well-being in autistic college students.
• Peer mentorship and self-directed, choice-based activities can foster motivation and engagement in physical activity.
• This intervention offers a promising approach to reduce health disparities experienced by autistic young adults.