It's Worth It!
Physical Fitness is VITAL for living your fullest life.
Physical activity is essential to a healthy lifestyle for everyone (U.S. Department of Health and Human Services, 1996). Still, it is often overlooked in people with disabilities (Ellis, Cress, & Spellman, 1992), including those who are neurodivergent.
Most children's first encounter with structured physical fitness occurs in gym class. Their experience, however, may be very different from that of their neurodivergent peers. Individuals who are autistic, have Down syndrome, have ADHD, dyspraxia, anxiety, or another diagnosis or disability may have found gym class to be overwhelming or too complex. While their peers listened to the game's rules, they may have been distracted by bouncing balls or become anxious about how their bodies moved. For others, adaptive fitness may not even have been offered at their school.
Organized sports are the next avenue for many neurotypical children. Children with disabilities, however, can find competitive team sports challenging, as many require a lot of strength and coordination. Being a part of a team requires communication and social interaction; having a disability can often make this complicated, making it challenging to fit in. Additionally, sensory challenges can make the loud, bright, hot, cold environment in which these sports are played feel uncomfortable.
Childhealthdata.org tells us that 15.2% of children with special health care needs had no physical activity during the week, compared to only 10% of children without health care needs. Unfortunately, neurodivergent people tend to have a more sedentary lifestyle that, according to the CDC, can lead to a higher chance of being overweight, developing type 2 diabetes, heart disease, cancer, and experiencing higher levels of depression and anxiety. It may also contribute to fewer social interactions, fewer job opportunities, lower levels of motivation, poor sleep habits, and decreased mental well-being.
Inclusive Fitness is here to change that.
Our first goal was to create an environment that felt safe and comfortable. Since our program does not require exercise machines, we provide an open area free from noisy, banging weights and plates. The lights can be dimmed, the music can be loud, soft, or off depending on the athlete's preference, and even the color of the walls was chosen to be calm and inviting.
Secondly, we build our programs around functional movements to become strong for a purpose- focusing on exercises that help with everyday activities- getting up off the floor, carrying heavy items, or putting something away overhead. For some of our athletes, these movements also help them perform tasks in their jobs or volunteer positions.
We focus on proper movement patterns to develop motor planning and kinesthetic awareness and to increase overall strength and endurance. By creating a space that caters to the needs of neurodivergent individuals and designing a program tailored to their strengths, we can motivate our athletes to reach their goals and track their progress over time.
Having the right place to exercise is important, and designing the right programs is crucial. However, the most essential element to our athletes' success is having the right people. In addition to holding accredited personal and group training certifications, our coaches are all Autism Fitness Certified Professionals with experience working with neurodiverse and neurotypical populations. Our coaches partner with our athletes to create long-term healthy lifestyles.
When neurodivergent athletes have access to the right environment, a tailored program, and experienced coaches, they are not only improving their strength, stamina, and stability. Inclusive Fitness athletes are developing skills and gaining confidence that allows them to take on tasks in their everyday lives that might have seemed daunting before. They are reaching their goals, defying expectations, and, most notably, taking ownership of their health and wellness.
U.S. Department of Health and Human Services. (1996). A report of the surgeon general: Physical activity and health. Springfield, VA: National Technical Information Service.
Ellis, D., Cress, P., & Spellman, C. (1992). Using timers and lap counters to promote self-management of independent exercise in adolescents with mental retardation. Education and Training of the Mentally Retarded, 27, 51–59.