Play Ball!: Long-Term Sports Participation Is Associated with More Behavioral Regulation in Children with Autism Spectrum Disorder

Background: Physical activity patterns of children with Autism Spectrum Disorder (ASD) are disorganized and repetitive (i.e., pacing; Bandini et al., 2013). These restricted and repetitive behaviors (RRBs) that make up the diagnostic criteria of ASD have been linked to executive functions (EF), a host of interrelated processes that support behavioral and emotional regulation. RRBs have been associated with poorer behavioral inhibition (Boyd et al., 2009). Challenges in EF are problematic because they hinder daily functioning. Sports team involvement (e.g., baseball) could help increase physical activity and also improve EF. To date, there has been little research linking physical activity and EF in children with ASD. However, studies have documented these associations in children with ADHD. Physical activity lowered compulsive behaviors and improved EF in children with ADHD (Archer & Kostrzewa, 2012). Given these associations, physical activity could also aid in these areas in children with ASD.

Objectives:  To examine associations between sports participation and executive functioning (behavioral and emotional regulation) in children with ASD.

Methods: Participants were 15 children (8-11 years, M=9.7 years, SD=1.18; 93% boys) with a clinical diagnosis of ASD (confirmed using the ADOS-2; Lord et al., 2000), and their parents. ADOS-2 comparison scores across modules fell into the “moderate” severity range (M=6.6, SD=1.45; range 4 to 9). Full-scale IQ scores (WASI-II; Wechsler, 1999) were “low average” (M=88.73, SD=15.66). Parents reported on whether children participated in organized sports teams and the duration of their participation. Parents also completed the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000), the gold standard in measuring multiple domains of EF. For the present study, we examined the behavior regulation (e.g., “Is fidgety”) and emotion regulation (e.g., “Mood changes frequently”) domains of the BRIEF. Each index had 2 subscales (Behavior Regulation Index (BRI): inhibit and self-monitor; Emotion Regulation Index (ERI): shift and emotional control).

Results: Analyses of covariance were conducted between the duration of sports participation (<1 year, 1-2 years, and 2-3 years) and the four subscales of the two indexes of the BRIEF, controlling for child IQ. The results indicated a difference between the duration of sports participation and self-monitoring (BRI). Posthoc comparisons revealed significant differences between sports participants of <1 year and 2-3 years; children who participated in 2-3 years of sports had significantly higher self-monitoring than children who participated <1 year of sports (Figure 1). No significant effects were observed with the Inhibit subscale (BRI) or with the two ERI subscales.

Conclusions: Associations between long-term sports participation and self-monitoring skills in children with ASD were found. Self-monitoring, or the awareness of the impact of one’s own behavior on others (Gioia et al., 2000), in the context of a sports team could influence the outcome of a game (i.e., winning/losing). As such, children who are motivated to help their team win may exert more effort in monitoring their own behaviors, though it is also possible that children who are better at self-monitoring are more likely to pursue sports involvement for a longer duration of time.