ABSTRACT
Autistic students experience high rates of physical inactivity and overweight and obesity, and tend to report challenging experiences in integrated physical education classes. The aim of this chapter is to critique pedagogical strategies that are recommended for teaching autistic students in physical education classes. Specific focus is cast on the use of structure and routines, applied behaviour analysis and its role within physical education and video modelling. Based on our critique, it appears that most strategies that are recommended for use in integrated physical education classes for autistic students have little empirical support in this setting. Rather, it appears that scholars are borrowing from research in other contexts and applying recommendations to this unique educational setting. Further, it appears that authors are supporting their recommendations by referencing prior non-empirical suggestions, creating a cycle of recommendations based on anecdotes and opinions. This chapter concludes by suggesting that scholars conduct studies that are context-specific to best understand how to support autistic students in physical education contexts.
