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

Abstract

Many autistic individuals are less fit and have more health problems than their nonautistic peers. These findings suggest a need to develop effective physical activity interventions. Motor skill deficits, lack of motivation, and limited opportunities for physical activity may restrict exercise participation. Peer mentors can help autistic college students increase their physical activity level and fitness. We developed a 10-week peer mentored physical activity program that affords autistic college students the opportunity to act in a self-determined manner in which students are encouraged to engage in preferred activities and self-directed instruction (autonomy), gain skills through access to expert instruction (competence), and engage socially with peers (relatedness). The ability to act with self-determination may increase students' motivation to participate in physical activity. From our pilot study, we learned that autistic college students could improve their cardiorespiratory fitness, flexibility, and upper body muscular endurance as a result of participating in Into Fitness Together. We also learned of three shared themes: students felt that they gained motor competence, improved their health, and felt a sense of belonging. The autistic students spent time with both autistic and nonautistic peers, which fostered this belongingness. Access to movement experts and peer mentors in an individualized program that affords choice in physical activity is a step in the right direction to eliminate the health disparities of autistic young adults.