Relation between quality of life and physical literacy of young adolescents with Autism Spectrum Disorder


    Iuliia Pavlova , Ivanna Bodnar , Ali Hamade , Dariusz Mosler , Eligiusz Małolepszy , Teresa Drozdek-Małolepsza




How to Cite

Pavlova, I., Bodnar, I., Hamade, A., Mosler, D., Małolepszy, E., & Drozdek-Małolepsza, T. (2022). Relation between quality of life and physical literacy of young adolescents with Autism Spectrum Disorder. International Journal of Special Education, 36(2), 13–26.


This study aims to obtain knowledge of how ASD individuals differ from their normally developed equals in terms of physical literacy and quality of life on a stage of early adolescents. Data have been collected from two samples: 18 males with autism spectrum disorders (ASD) aged 11–13 years (main group) and 30 males aged 11–12 years without ASD diagnosis (control group, CG). Canadian Assessment of Physical Literacy – second edition (CAPL-2) has been applied for assessing the level of physical literacy. Pediatric Quality of Life Inventory (PedsQL™4.0) has been used to assess the quality of life. Children with ASD have the most significant lag in static strength endurance of muscles (84%), coordination, dynamic, and static balance lag behind the standard (by 67% to 45%). The quality of life following the Emotional Functioning scale is relatively low both in children with ASD (58.42 ± 19.51 points) and healthy respondents (69.50 ± 17.04 points). Respondents with ASD indicate that it is hard to establish good relationships with other children (47.37%), had complaints about bullying (21.05%), and maintain the required pace of the game (68.43%). Physical education programs should focus more on coping with disabled children in the integration environment and better preparation of ASD children for physical activity which requires social interaction like playing sports games.


Quality of life, ASD, Autism Spectrum Disorder, physical literacy


Volume 36, Number: 2, Year 2021 of International Journal of Special Education