The Effects of Physical Activity Program on Psychomotor and Psycho-Social Characteristics of Autistic Children
Phase: NA
Conditions: Children With Autism Spectrum Disorder
Sponsor: Istanbul University - Cerrahpasa

STUDY PROTOCOL COVER PAGE 
 
Study Title:   
Effects of a Physical Activity Program for Children with Autism on Psychomotor and 
Psychosocial Characteristics 
 
Principal Investigator: Ebru AYAZ 
Independent Researcher / Kocaeli – Turkey 
E-mail: ebrukaracar41@hotmail.com 
Orcid: https://orcid.org/0009-0006-7186-9178 
Second Author: Dilara Fatoş ÖZER 
Istanbul Bilgi University / Faculty of Health Sciences - Department of Child Development / 
Istanbul – Turkey  
E-mail: dilara.ozer@bilgi.edu.tr  
Orcid: https://orcid.org/0000-0001-5753-3332 
Third Author: Gülsüm HATİPOĞLU ÖZCAN 
Istanbul University-Cerrahpaşa / Faculty of Sport Sciences / Istanbul – Turkey  
E-mail: gulsumhatipoglu@hotmail.com  
Orcid: https://orcid.org/0000-0003-1059-8424 
 
NCT Number: Not Yet Appointed 
 
Document Type: Study Protocol 
 
Document Date: 03/04/2022 
 
 
 
 
 
 

STUDY PROTOCOL 
Study Title:   
Effects of a Physical Activity Program for Children with Autism on Psychomotor and 
Psychosocial Characteristics 
Purpose of the Study: 
This study aims to examine the effects of a Physical Activity Program on the motor skills, social 
skills, and quality of life of children diagnosed with ASD. This approach will examine the 
physical activity levels of individuals with autism and develop recommendations on the 
conditions necessary for activity and how these conditions can be achieved. 
Research Model: 
This study will utilize a mixed-method sequential exploratory design consisting of two phases: 
quantitative and qualitative. This design utilizes the advantages of both qualitative and 
qualitative designs within a single study, aiming to understand a phenomenon in more detail 
and comprehensively (Creswell & Plano Clark, 2011). In the quantitative phase, which 
evaluates the effects of the physical activity program (PAP) on psychomotor and psychosocial 
characteristics, a quasi-experimental design with an unequalized pretest-posttest control group 
will be employed within the scope of one of the quantitative research methods. In this research 
design, the experimental group, which received the intervention, and the control group, which 
did not receive the intervention, are measured before and after the intervention; however, 
equating the groups at baseline is not necessary (Büyüköztürk et al., 2008). Furthermore, to 
qualitatively evaluate the program's impact, a focus group interview design will be used to 
determine the views of families and special education teachers of children with autism spectrum 
disorders regarding the program's effects. 
Participants: 
This study will be conducted with 40 children with autism, aged 8 to 12, attending four different 
special education practice schools in Kocaeli province. A total of 40 children will participate in 
the study: 20 in the experimental group (EG) and 20 in the control group (CG). The number of 
participants was determined using G*Power analysis based on the expected effect size, 80% 
power, and a 5% significance level. 
Inclusion criteria were being between 8 and 12 years of age, having a clinical diagnosis of ASD 
according to DSM-5 criteria (American Psychiatric Association, 2013), having no prior 
experience with a physical activity program (PAP), having no health problems that would 
prevent participation in the PAP, and having no secondary diagnoses such as visual or hearing 
impairments. Exclusion criteria included having a health condition that would prevent 
participation in the 12-week PAP in the EG, inability to participate in the assessments in either 
group, or withdrawal from the intervention or assessments for any reason during the study 
period. These criteria are consistent with those commonly used in physical activity–based 
intervention studies involving children with autism (e.g., Haghighi et al, 2023; Hatipoğlu Özcan 
et al., 2025; Sansi et al., 2021). Other participants of the study will consist of a total of 24 
people, including 9 mothers/fathers, 13 teachers, 1 child protection agency director, and 1 
physiotherapist working in a child protection agency. 

Procedures 
The study received ethics committee approval dated May 6, 2022, and dated 376308. Data 
collection for the pretests will begin after participants receive permission from their 
departments and information from their educational institutions. The tests and the PAP will be 
administered in primary education institutions. Activities and visuals will be used on the PAP's 
computer to make the program easier and more understandable. Social stories will be used to 
reinforce social healing. For those unable to attend the training registrations, intermittent 
training may be provided within the same week.  
In the research, Bruininks-Oseretsky Motor Proficiency Test-2 Short Form (BOT-2 SF), Eurofit 
Test Battery, Social Skills Rating System Parent Form (SBDS-EF), Pediatric Quality of Life 
Scale (PedsQL) and Gilliam Autism Disorder Rating Scale-2 Turkish Version (GARS-2 TV) 
will be used. 
Physical Activity Program 
The Physical Activity Program (PAP) is designed to support the developmental areas targeted 
by the experimental group, namely psychomotor and psychosocial skills. The program will be 
implemented by the first author at the participants' educational institutions for 10 weeks, three 
days a week, with each session lasting 60 minutes. Each session includes a structured 
combination of individual and group activities. 
References 
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental 
Disorders, 5th. Edition (DSM-5). Washington, DC.: American Psychiatric Association. 
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel 
araştırma yöntemleri. Ankara: Pegem Yayınları. 
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods 
research(2nd ed.). Thousand Oaks, CA: SAGE Publications. 
Haghighi, A. H., Broughani, S., Askari, R., Shahrabadi, H., Souza, D., & Gentil, P. (2023). 
Combined physical training strategies improve physical fitness, behavior, and social skills of 
autistic children. Journal of Autism and Developmental Disorders, 53(11), 4271-4279. 
https://doi.org/10.1007/s10803-022-05731-8 
Hatipoğlu Özcan, G., Özer, D. F., & Pınar, S. (2025). Effects of Motor Intervention Program on 
Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder. 
Journal of Autism and Developmental Disorders, 1-15. https://doi.org/10.1007/s10803-024-
06384-5 
Sansi, A., Nalbant, S., & Ozer, D. (2021). Effects of an inclusive physical activity program on 
the motor skills, social skills and attitudes of students with and without autism spectrum 
disorder. 
Journal 
of 
Autism 
and 
Developmental 
Disorders, 
51(7), 
2254-2270. 
https://doi.org/10.1007/s10803-020-04693-z