ABSTRACT
Autism spectrum disorder (ASD) is a wildly heterogeneous lived experience of stressed
embodiment. Many children, youths and adults with ASD are unable to access meaningful,
relevant physical activity programmes because of the complexities associated with their
behavioural, emotional and communicative idiosyncrasies. This paper describes an approach to
designing, implementing and evaluating a movement-education-based embedded curriculum
which was developed using semiotic phenomenology as a theoretical framework for observations,
description and analysis of lived experiences of ASD.