Children and adolescents with autism spectrum disorder (ASD) face well-documented movement difficulties on top of the social and communication challenges that define the diagnosis. Many report finding physical activities too hard to learn. Standard teaching methods that rely on verbal explanation often fall short for this population.
Auburn University ran an adapted tennis program over the summer of 2018 to test whether a structured set of behavioral supports — anchored by video-based instruction — could make motor skill learning accessible across the full range of ASD severity. Twenty-two participants aged 8 to 18 completed eight twice-weekly clinics over four weeks.
The instructional method
Each clinic opened with a video clip showing an expert instructor performing the target stroke — forehand, backhand, or volley — at real speed, then broken into its key components with simple verbal cues, then repeated in slow motion. The cues were specific and physical: "ready position," "turn sideways with arms open," "palm faces net," "contact the ball in front of the body," "follow-through to opposite shoulder." After watching, participants practiced on court with one-to-one volunteer support.
Supporting structures included a visual schedule, a checklist that participants checked off after each completed task, picture models on the court for reference, a token system to track shot completion, and racquet sensor feedback showing shot count and velocity.
Results across the spectrum
Every participant improved. The skill gains held across all levels of functioning — from athletes who could engage in full conversation to those with minimal speech and high anxiety before sessions.
A 12-year-old with fewer behavioral needs needed almost no external supports by the final sessions. He began setting competitive goals — counting total shots and aiming to beat his score from the previous week.
Beyond stroke mechanics
Parents who completed program evaluations reported improvements that extended well beyond tennis. Children showed gains in confidence, social skills, language, behavioral regulation, sleep, diet, and fitness after the four-week program. These secondary outcomes suggest the structured video-plus-practice method creates positive spillover — not just a physical skill, but a framework for learning that transfers.
The findings support video modeling as a primary instructional tool for motor skills with this population, rather than a supplemental add-on. When verbal instruction is limited, seeing the correct movement — clearly, at the right speed, with specific cues — gives the learner something concrete to copy.