3 min read time.
TL;DR:
Going to the gym can be overwhelming for many people, and Autistic adolescents and young adults often face additional sensory and social barriers. Researchers at the Olga Tennison Autism Research Centre (OTARC) explored how a community gym program called FitSkills, supported Autistic young people to feel confident, safe and included. The study highlights how structured social support can help Autistic young people enjoy exercise and thrive in the gym environment.
For many people, the gym can be an unfamiliar or intimidating place – loud music, bright lights, and busy spaces can all contribute. For Autistic young people, these sensory demands and unspoken social expectations can make getting started even harder.
Olga Tennison Autism Research Centre (OTARC) researchers at La Trobe University explored how a community gym-based program could make exercise more accessible for Autistic young people. They looked at what helped participants feel confident, supported and included.
The qualitative study, led by Professor Nora Shields, examined FitSkills, a 12-week program that paired young people with disability with a University student mentor for one-on-one gym sessions. FitSkills aims to help participants build confidence, learn exercise skills, and enjoy being active in a community setting. It uses social support to facilitate young people with disability to participate in exercise.
What the study explored
To gain a detailed picture of the program’s impact, the research team spoke with:
- 7 Autistic young people
- 8 parents
- 16 student mentors.
They focused on why young people chose to do FitSkills and what benefits they received from the program. The study centred Autistic perspectives, while also considering insights from parents and mentors.
Many young people were motivated to do FitSkills to improve their physical fitness or or increase the amount of physical activity they did. Others were interested in learning how to use gym equipment or for social reasons. Having a supportive mentor transformed what could be a stressful experience into something achievable and often enjoyable.
How FitSkills helped
A key finding was the importance of the relationship with the mentors. Mentors provided social support, such as:
• showing participants how to use equipment safely and correctly
• helping develop a routine and track progress
• supporting sensory needs, such as navigating noise and busy periods
• explaining the social expectations of the gym environment
• making exercise enjoyable and fun.
For many participants, mentors offered reassurance and encouragement. Small moments, like demonstrating an exercise step-by-step or giving a high-five after finishing a set, built confidence and motivation. Over time, participants said they became more comfortable with their student mentor and became more like gym partners or friends. This sense of trust allowed participants to focus on their exercise program.
Benefits beyond physical fitness
While most participants joined FitSkills to improve their physical fitness, many described benefits for psychological wellbeing. Participants reported feeling:
• more confident
• happier after exercise
• increasingly independent in managing their workouts.
Parents noticed these changes too, reporting that young people seemed more motivated, resilient, and willing to try new things outside of the gym. Mentors observed participants becoming more proactive – whether adjusting equipment, completing exercises on their own, or suggesting new challenges.
Programs like FitSkills showed that relatively small changes in support and structure could make a big difference. Creating inclusive environments and providing mentoring support helped Autistic young people feel comfortable and capable.
By focusing on what worked, FitSkills offers lessons for making gyms more inclusive.
Read the paper
“Have a go, you might surprise yourself”: Understanding the experiences of Autistic adolescents and young adults participating in a community gym program.
Published in Disability and Rehabilitation.
https://www.tandfonline.com/doi/full/10.1080/09638288.2026.2627626
