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Perceived Barriers and Facilitators to Physical Activity Among Autistic Adults: A Scoping Review
Vu Ngoc Duong1, Eleanor Quested1, Joanne McVeigh2
1Department of Psychology, Curtin School of Population Health, Curtin University, Perth, WA, Australia.
Background:
Autistic adults experience lower levels of physical activity (PA) than nonautistic adults and face health inequities associated with inactivity. While barriers and facilitators to PA have been synthesized for autistic children and youth, comparable evidence focused on autistic adults remains limited. This scoping review synthesized perceived barriers and facilitators to PA participation among autistic adults and mapped these determinants onto the Behavior Change Wheel and Theoretical Domains Framework.
Methods:
Five databases (MEDLINE, CINAHL, Scopus, SPORTDiscus, and ProQuest) were searched in December 2023, and the search was updated in December 2025. Eligible studies were English-language empirical quantitative, qualitative, or mixed-methods studies examining perceived barriers and/or facilitators to PA participation among autistic adults and their parents/caregivers. Extracted determinants were charted and mapped to Theoretical Domains Framework domains.
Results:
Fifteen studies were included. Across studies, 48 barriers and 34 facilitators were identified. Barriers were represented in all Theoretical Domains Framework domains except optimism, whereas facilitators were represented in all domains except knowledge, social/professional role and identity, and optimism. Environmental context and resources and social influences were most prominent. Key barriers included inaccessible or sensory-challenging environments, financial and time constraints, competing sedentary routines, lack of autism-informed support, stigma, and negative PA experiences. Key facilitators included accessible and sensory-friendly settings, social supports, enjoyable and personally meaningful goals, and autonomy-supportive participation.
Conclusions:
PA participation among autistic adults is shaped by interactions among capability, opportunity, and motivation. These findings provide a foundation for theory-based, autism-informed, and autonomy-supportive PA interventions.
