There are nearly 350,000 people with autism spectrum disorders (ASD) living in Pakistan. Many are excluded from education and social activities and have few opportunities to pursue further education or participate in sports. In addition, social stigma leads to further discrimination and social exclusion.

ASD is a complex developmental disorder that encompasses a broad spectrum of conditions and is characterized by difficulties in social communication and interaction, as well as restricted and repetitive behaviors, interests, or activities.

The Lahore-based Kafka Welfare Organization, founded by the lead author of this article, uses adapted sports, games and physical activities to support the social development of adolescents and children with autism from poor areas.

The project aimed to reduce barriers that exclude children with disabilities from participating in sport and address the lack of sport opportunities for them. It also offers some valuable lessons for promoting accessible and inclusive sport in Canada.

How it all began

The project was inspired by “Sport for Development and Peace”, an international movement founded in the 2000s whose aim is to achieve social goals such as education, health and peace through sport.

The project, running from January 2021 to December 2022, was a collaboration between Kafka Welfare Organization, Children Library Complex in Lahore and students from the Department of Sports Science and Physical Education, Government College University Lahore.

The project was carried out on a voluntary basis and after its completion in 2022, it was continued by the Special Education project in the Children’s Library Complex.

The project used adaptive sports, games and physical activities to include children and young people with disabilities. Adaptive sports modify traditional sports to include people with mental and physical disabilities.

Activities included individual soccer sessions for children and young people who feel uncomfortable in group situations, colorful tools and games for those who like bright colors, and controlled environments for those who are sensitive to noise. The goal was to improve participants’ mental and physical health, teach them life skills, and provide fun, stress-relieving activities.

Sport for social inclusion

The project offered weekly sports lessons for children and adolescents with autism to improve their health as well as their social, motor, life and communication skills through organized and goal-oriented adapted sports and physical activities.

These sessions attracted 10 to 15 participants, many of whom returned each week.

A group of trainers/instructors were trained by the lead author in inclusive coaching techniques. These techniques focused on understanding the needs of the individual, the importance of clear communication, and organizing activities for individuals or small groups.

Given the special needs of children and young people with autism, the program maintained a ratio of one trainer for one to two children. A large team was required to work with 10 to 20 children at the same time.

Some children and young people needed time to adjust to their environment and each had individual needs that needed to be addressed. This required the program to be flexible and inclusive.

It took a while to build a bond between trainers/instructors and the children, especially given the sensitivity of children with ASD. Because the trainers understood the needs of each child, they were able to select activities that were relevant and useful for each child. The project involved not only children and young people with ASD, but also those with other disabilities or developmental problems.

In addition, a team of psychologists from the Children Library Complex assessed the needs of the children and youth as they participated in the program. These experts communicated the needs of the participants to the trainers/instructors so that they could better engage the program participants.

How sport can change lives

The project provided autistic children and young people with an inclusive environment, autonomy in playing sports and a safe space to play freely without external constraints. Initially, some children were hesitant to participate or interact with coaches/teachers, but later they all gradually felt more comfortable and relaxed.

As the project progressed, participants became more enthusiastic about participating in the activities and their parents expressed their gratitude for the positive impact on their lives. Over the six-month period, the children showed significant improvements in communication, motor skills and behavior.

Participation in sport and physical activity offers numerous benefits to children and adolescents, including better cognitive performance, problem-solving and decision-making skills, and executive functions. In addition, regular physical activity promotes inclusion by improving social communication.

The project produced several key lessons, including the importance of implementing adaptive sports, training coaches in inclusive sport, and creating welcoming, safe spaces where children and young people with disabilities can be physically active.

In Canada, children with ASD face similar barriers, including limited access to inclusive programs and a lack of specialized training for coaches. The first Physical Activity Report Card for Children and Youth with Disabilities in Canada resulted in a D grade for overall physical activity, meaning there is still much room for improvement.

By adopting the lessons learned from this initiative, Canadian sports programs can improve their inclusivity and provide better opportunities for children with autism to participate and succeed in sport.