Physical activity during the segmented school day in adolescents with and without autism spectrum disorders

•We improved current understanding of PA in adolescents with and without ASD.•ASD were less active than non-ASD during PE, recess, and lunchtime.•ASD exhibited lower MVPA compliance during PE than non-ASD.•PE, recess, and lunchtime were crucial periods of PA engagement for ASD.

The purpose of this study was to assess the intensity of physical activity (PA) that secondary school-aged students with autism spectrum disorders (ASD) and typically developing (TD) students exert during a school day, and to compare the percentages of students achieving the recommended guidelines between groups. The PA of 60 male students (ASD, n = 30; TD, n = 30) was recorded every 10 s for up to 5 school days by performing uniaxial accelerometry. The main results are listed as follows: (a) daily PA was significantly lower among the students with ASD than among the TD students; (b) students with ASD spent significantly lower proportion of their time in moderate PA than TD students did during physical education (PE), recess, and lunchtime; and (c) fewer students with ASD than TD students achieved the PA guidelines during the school day and PE time. Schools should increase PA opportunities across the school day.