Next Article in Journal
Health Enhancing Physical Activity Policies in Poland: Findings from the HEPA PAT Survey
Next Article in Special Issue
Mapping Scientific Productivity Trends and Hotspots in Remdesivir Research Publications: A Bibliometric Study from 2016 to 2021
Previous Article in Journal
Amelioration of Coastal Salt-Affected Soils with Biochar, Acid Modified Biochar and Wood Vinegar: Enhanced Nutrient Availability and Bacterial Community Modulation
Previous Article in Special Issue
On Health Effects of Resveratrol in Wine
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
IJERPH
Volume 19
Issue 12
10.3390/ijerph19127278
ijerph-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles thumb_up
...
Endorse textsms
...
Comment
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

Global Trends in Physical-Activity Research of Autism: Bibliometric Analysis Based on the Web of Science Database (1980–2021)

by
Xiao-Wei Feng
,
Maryam Hadizadeh
* and
Jadeera Phaik Geok Cheong
Centre for Sport and Exercise Sciences, Universiti Malaya, Kuala Lumpur 50603, Malaysia
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2022, 19(12), 7278; https://doi.org/10.3390/ijerph19127278
Submission received: 10 May 2022 / Revised: 10 June 2022 / Accepted: 11 June 2022 / Published: 14 June 2022
(This article belongs to the Special Issue Application of Bibliometrics in Health Research)
Browse Figures
Versions Notes

Abstract

:
The World Health Organization has identified nervous system diseases as one of the biggest public health problems, including autism spectrum disorder (ASD). Considering the extensive benefits of physical activity (PA), the literature on the PA research of ASD has increased each year, but there is a lack of bibliometric analyses in this field. To investigate the research achievements worldwide, this paper adopts bibliometrics to analyze the trend in the academic literature on the PA research of ASD published from 1980 to 2021. The documents were retrieved from the Web of Science database, and the search strategy was to combine the keywords related to “physical activity” and “autism spectrum disorder” by using the Boolean operator tools “OR” and “AND” in the title. A total of 359 English documents were retrieved. Microsoft Excel, Data Wrapper, VOSviewer, and Biblioshiny were used for the visual analysis. We found that the number of published documents increased the fastest from 2017 to 2021, which may be due to the promulgation of the Global Action Plan for Physical Activity 2018–2030 and the influence of COVID-19 on the world. The United States and the University of California systems are in the leading position in this field. Cooperation among countries with different levels of development will help to jointly promote the PA research progress on ASD. The focus themes include “individual effect”, “social support” and “activity dose”. The analysis of the frontier topic points out that researchers are paying increasing attention to how to improve the health and physical fitness of this group through PA. This research clearly puts forward a comprehensive overview, theme focus, and future trends in this field, which may be helpful to guide future research.

1. Introduction

As a neurodevelopmental disorder, autism spectrum disorder (ASD) is characterized by obstacles to social communication and interaction, and the existence of restrictive or repetitive behaviors, interests, or activities [1]. These core symptoms will last a patient’s whole life, and they cannot be better explained by intellectual disability or global developmental delay [1].
When the first childhood autism survey was conducted in Britain in the 1960s [2], the reported prevalence rate was 0.04%, and this authority remained until the end of the 20th century. The Autism and Developmental Disorders Monitoring Network (ADDM) of The Centers for Disease Control and Prevention (CDC) in the United States began to pay close attention to children with ASD in the 21st century. Since the monitoring data were first published in 2000, the prevalence rate of children with ASD has risen. In 2021, the latest data were released. Based on the data analysis in 2018, the CDC concluded that 1 out of every 44 8-year-old children was confirmed to have ASD [3]. These data refreshed the 54/1 released in 2020 [4], showing an annual growth rate of 0.42%.
In addition to the core disorder, people with ASD usually have inadequate levels of physical activity (PA) [5,6], which often leads to diseases, uncoordinated physical development, and low levels of physical fitness [7,8,9,10]. Studies have shown that PA can improve the health of children with ASD, including some psychosocial indicators [11,12,13,14], and is beneficial to behavior, communication, and academic problems, although not all cognitive processes are enhanced [13]. A large amount of the scientific literature has confirmed the importance of PA for ASD patients; if they have experienced happiness and successful PA in their early years, they may stick to these behaviors until adulthood [15].
With the deepening of research on ASD, people are paying increasing attention to the benefits of PA for ASD patients [12,16,17,18,19,20,21], and the National Standards Program (NSP) of the United States has also listed physical exercise as one of 22 emerging treatments for ASD [22]. Therefore, the academic literature reporting PA research on ASD groups is gradually increasing. As a quantitative statistical tool, bibliometric analysis is commonly used to analyze the academic literature [23]. Bibliometric analysis can visually, qualitatively, and quantitatively describe the literature in a specific field, including analysis of the citations, keyword trends, and collaboration networks among authors, institutions, and countries. Some people think that many sources may indicate that the authors or documents have attracted the attention of researchers in specific fields [24]. In recent years, some studies have been conducted from the bibliometrics perspective: research on genetic factors in ASD [25], robot intervention research [26], education research [27,28], executive function research [29], virtual reality research [30], and a scientific research overview [31] were reviewed and analyzed. Specifically, Perez-Vazquez, E et al. found, by analyzing the literature published between 2005 and 2017, that robots may help autistic children to experience real interactions in the future, but its methodological limitations will hinder the popularization of the research results in this field [26]. Additionally, Garcia, S.A found two important research directions in the field of autism education: the research on mothers of autistic children and the research on autistic teenagers. In addition, the field of education also focuses on the diagnosis and inclusion of ASD students in education centers [27]. However, no data to date are available on the bibliometric analysis of the PA of ASD patients at present. Therefore, the purpose of this study was to quantitatively and intuitively analyze the academic literature published related to PA research on ASD patients using bibliometrics.

2. Materials and Methods

2.1. Data Search Strategy

The Web of Science (WoS), as one of the most extensive databases, provides publications from high-quality scientific journals. The primary data sources in this study were A&HCI, BKCI-SSH, BKCI-S, ESCI, CPCI-SSH, CPCI-S, SCI-Expanded, and SSCI, all of which were based on the Web of Science Core Collection (WoSCC) database. The first search date was 3 January 2022, and the last literature search was conducted on 3 May 2022, to avoid deviations caused by daily updates.
Choosing appropriate keywords is very important for bibliometric analysis because it directly affects the research results [32]. After many attempts to search for different keyword combinations, and based on the published meta-analysis experience [33], our final search strategy was to combine the keywords related to “physical activity” and “autism spectrum disorder” by using the Boolean operator tools “OR” and “AND”. The specific strategies were as follows: Tl = (autis* or ASD) and Tl = (physical activity or exercise or sport or exercise gam* or active video gam*). According to the Boolean algorithm, Tl (title) refers to searching the title. Using keywords in a title search will minimize false positives and negative negatives, and keep irrelevant articles to a tolerable minimum [34]. The first Tl in the search strategy contains keywords related to ASD, while the second Tl contains keywords related to physical activity. The use of an asterisk ensures that all related words will be included in the search. The document storage time was selected as from 1 January 1970 to 31 December 2021. Initially, we obtained 372 documents. As the terms used in the search strategy were in English, the search was quasi-restricted; therefore, we excluded 13 non-English articles and finally obtained 359 papers (Figure 1).
The data used in this study came from an open database and did not involve human subjects. Therefore, the requirement for approval by the institutional review committee is exempted [35].

2.2. Data Analysis and Visualization

Bibliometric analysis can objectively process thousands of pieces of scientific literature, since the authors can clearly understand the publication trends through visualization [36,37]. Therefore, this article adopted the bibliometric analysis program proposed by Cobo, M.J et al. [38], which is, namely, performance analysis and scientific drawing. Performance analysis aims to measure the productivity and impact of scientific publications from the perspectives of authors, universities, and countries. We can understand scientific research structures and dynamic modes through scientific-mapping analysis.
Microsoft Excel was used to classify and execute statistical programs. Descriptive information on the authors, countries, journals, institutions, and literature was obtained through online analysis results and citation reports from the WoSCC. Journal citation reports (JCR) Science Edition 2020 was used to obtain a journal impact factor (IF), JCR, and SCImago journal rank (SJR). The raw data were exported from the WoSCC database to BibTex and CSV formats. CSV file was used to import VOSviewer [39] to create a national cooperation network and co-authorship and co-citation network of authors, and the term co-occurrence network. BibTex file was imported into Biblioshiny [40] for analysis, showing Bradford’s Law model and topic trends. Data Wrapper (https://www.datawrapper.de/tables, accessed on 3 May 2022) was used to generate a world map to show the distribution of publications and the ranking of publication categories.
Through the above tools, data analysis and visualization were realized. We mapped the annual and cumulative numbers of publications, identified the contributions and cooperation among countries, conducted a co-authorship and co-citation analysis on the authors, and analyzed terms and author keywords to discover the research focus and topic frontier.

3. Results

3.1. Analysis of Document Output

Our search obtained 359 English documents, published from 1980 to 2021, regarding PA research on ASD, and they have been cited 4852 times in total, with an average of 13.52 citations per document. We found that 40 of them were highly cited; they were cited more than 40 times. In recent years, the number of studies and citations have generally shown a positive-growth trend (Figure 2). In 2020, the number of documents reached its peak (62 papers), and the number of citations reached its peak (1288 times) in 2021. The literature published in the last five years (2017–2021) accounted for more than half of the total literature in this field (234, accounting for 65.18%).
The searched literature was divided into 10 different types (Table 1). Most documents (217) were classified into the “Article” category. The highest total citations (TC) were for the type “Article” (3839), and the citations per document (CPD) of these articles was 17.69 (higher than the overall CPD of 13.52). The fewest document types belong to “Editorial Materials, Proceedings Papers, Letters, Corrections, Book Chapters, and Book reviews.” In addition, “Review” literature had the most significant number of CPDs (25.33) among all types of documents. We also found that “Meeting abstracts, Book Chapters, Letters, Corrections, Books and Book reviews” were cited the least.
A total of 359 pieces of literature belonged to 52 WoS subject categories. Of the 10 categories of WoS disciplines with the highest use frequency (Figure 3), the top three are Sport Sciences, Psychology Developmental, and Rehabilitation. In addition, the proportion in the Education category cannot be ignored. It is worth noting that a document may appear in more than one category.

3.2. Analysis of High-Yield Journals and Highly Cited Documents

Academic journals play a crucial role in scientific research as an essential tool for communication, as well as for the dissemination and inheritance of scientific achievements. A total of 130 scientific journals have published PA research literature on ASD, according to our analysis. Bradford’s Law states that the distribution of scientific output in relation to a particular subject is highly unequal [41,42]; we identified the top 10 most productive journals based on this law (Table 2), and found that three core journals were the most prominent: Medicine and Science in Sports and Exercise, Journal of Autism and Developmental Disorders, and Research Quarterly for Exercise and Sport (Figure 4). We searched the JCR database for the impact factors (2020), quartiles, and categories for these journals. Two of the top three core journals were in JCR’s Q1, indicating the high quality of scientific papers published in the JCR evaluation system. Interestingly, 6 of the 10 highly cited articles were from the United States, half of which were published in Q1 journals (Table 3), which reflects their contribution and influence in this field.

3.3. Analysis of Major Countries/Regions and Institutions

Then, we evaluated the PA research status of ASD in different countries/regions. The retrieved literature was provided by 34 countries/regions, and cooperation modes were observed among major countries and regions (Figure 5). The number of publications published in a country or region is a sensitive indicator, reflecting the degree of concern and research intensity of a particular research field [25]. In this respect, the United States cooperated closely with other countries/regions and participated in most of the research, with 213 publications and an H-index of 31 (Table 4). Although the three countries/regions with the highest TC are the United States (3129), the Taiwan region (648), and Canada (363), the three countries/regions with the highest CPD are the Taiwan region (34.11), Australia (19.58), and the United States (14.69). The most active research groups mainly came from North America and Asia, while Oceania, Europe, and South America also contributed some research results (Figure 6). The main achievements of all countries and regions come from universities, and the California State University system in the United States was in the leading position in the world. The top ten most productive countries/regions included developed countries/regions and developing countries/regions, with the United States as the leader. Generally speaking, developed countries/regions have more extensive cooperation networks than developing countries/regions. Nevertheless, cooperation between countries/regions at different levels of development helps to jointly promote the PA research process of ASD from multiple sites worldwide.

3.4. Analysis of Main Authors

This part includes an analysis of the high-producing authors and the established co-authorship and co-citation networks of the main author.
We first analyzed the most productive authors, as shown in Table 5. The United States and the Taiwan region dominated the top 10 influential authors. Interestingly, the author who published the most articles is not from the United States, but is Chien-Yu, Pan, from the Taiwan region. He published 21 papers, which were cited 645 times, with an H-index of 11.
Then, we visually analyzed the co-authorship and co-citations of the principal authors through VOSviewer. Through a co-authorship analysis, we discovered that, out of 1013 authors, 81 authors reached the threshold of three documents, which was the minimum number of occurrences per author. The total strength of the collaboration links with other authors was derived for the 81 total authors, and a publication co-authorship network of different authors was generated (Figure 7). Considering this calculation, the complete set of associated authors consists of 13 authors from two clusters.
Each node represents the author’s name, the link represents the co-authorship between different authors, and the node size represents the number of articles that were published by each author. Chien-Yu, Pan (Taiwan), Lee, Daehyoung (USA), and Shih, Patrick C (USA) are the most influential authors in terms of co-authorship; they all have a total link strength of 25.
Subsequently, we continued to conduct a co-citation analysis of the authors to explore potential partnerships. A total of 5229 co-citation authors were associated with 359 articles, and the minimum number of citations for authors was automatically set to 20, resulting in the inclusion of 57 authors. The network visualization of co-citation authors is generated by nodes and links (Figure 8). More prominent nodes and thicker links mean closer cooperation. From the co-citation network, we can see that most of the main authors are positioned at critical nodes. Chien-Yu, Pan (Taiwan) takes first place, with 342 co-citation times, followed by Healy, Sean (USA), with 112 co-citation times, and the American Psychiatric Association, with 108 co-citation times. By analyzing the most productive authors, co-authorships, and co-citations, we can identify positive and beneficial authors that are advancing PA research on ASD.

3.5. Focus and Frontier of PA Research of ASD

3.5.1. Analysis of the Focus Themes

To fully understand the PA research hotspots in ASD from 1980 to 2021, we continued to use VOSviewer to extract terms from the titles and abstracts of papers through natural-language-processing technology, in which terms are defined as a series of nouns or noun phrases that can be found in sentences. There were 4822 terms in 359 papers, of which 141 terms reached the automatic threshold of 10 occurrences. The relevance of each term was calculated, and 60% of the most relevant terms were selected. A total of 85 terms met these requirements. The results show that 85 entries formed three clusters and 2513 links, with a total link strength of 7287. The size of the circle or item node is proportional to the number of times a particular item appears (Figure 9). Among all the included terms, the most frequently mentioned term is “effect”, which occurs 111 times, followed by “exercise” (93 times), “parent” (56 times), “participation” (49 times), and “skill” (45 times). By classifying the terms of the three clusters, they are shown to represent: green: “individual influence”, red: “social support”, and blue: “activity dose” in the context of ASD (Table 6). These three themes reflect the research focus and achievements in the PA field of ASD over the last 41 years.
Specifically, (1) at the individual level, relevant terms such as “stereotypic behavior”, “social interaction”, and “communication” represent the core obstacles of ASD, which are the basis and primary goal of PA intervention. In this respect, since Watters, R.G., and Watters, W.E. reduced the self-stimulation behavior of a group of autistic boys through physical exercise in 1980 [52], researchers have extensively researched the effects of exercise activity on the core symptoms and related disorders of individuals with ASD (for example, see [53,54,55,56,57,58,59,60,61]). A meta-analysis in 2020 [62] examined 12 randomized controlled trials published between 2010 and 2019. The author believes that physical exercise can not only improve the motor skills of autistic children and adolescents, but also has a positive impact on social communication ability, communication ability, and related symptoms. However, no significant effect on stereotyped behavior was observed. As a feasible intervention method, these studies show that PA might provide opportunities for social development based on improving ASD individual motor skills.
(2) At the social level, relevant terms such as “family”, “parents”, “community”, “support”, and “participation” explain the primary mechanisms of PA for ASD from the perspective of social support. At present, research shows that the social support of autistic people from their typically developing peers, teachers, and parents is usually associated with increased PA [63,64,65,66]. Limitations such as the school environment (facilities and equipment), physical education content, teachers’ knowledge of teaching students with ASD, and school PA opportunities are not conducive to the PA levels of children and adolescents with ASD [44,46,65,67,68,69]. A lack of opportunities for after-school PA and negative experiences with community PA participation are also related to the lower levels of PA on weekends compared to weekdays [46,47,70,71,72].
Due to the family isolation caused by the global influence of COVID-19, researchers began to study the feasibility of providing professional support to parents through the Internet to guide children with ASD to participate in sports activities [73,74,75], thus avoiding the negative impacts of a lack of PA. Therefore, a sound social support structure, a healthy education system, and regular sports activities can help individuals to achieve healthy physical and mental development in good interpersonal relationships.
(3) At the exercise dose, relevant terms such as “day”, “accelerometer”, “mvpa”, and “vigorous physical activity” reveal the importance of exercise doses for the ASD population. Moderate-to-vigorous physical activity (MVPA) has significant benefits for health and the whole life cycle, including improved weight status, cardiovascular health, emotional health, and cognitive ability [76]. A large number of studies show that MVPA may be particularly beneficial to ASD children [13,43]. PA of a specific-intensity dose can reduce the incidence of stereotypes and repetitive behaviors [77], improve cognitive ability [78], and improve self-regulation [79], classroom performance, attention, and compliance [80], as well as social and emotional functioning [44,65]. However, further research is still needed on the best level of PA intervention for people with ASD [81]. Therefore, proper exercise intensity levels and intervention times are required to produce the best intervention effect for patients with ASD based on sound social support.

3.5.2. Analysis of the Frontier Topics

Following an understanding of the focus themes, to further detect the PA research frontiers of ASD, Biblioshiny was used to visually analyze the trending topics of the authors’ keywords. Unlike the terms that were automatically extracted from the title or abstract of an article, the author keywords are taken from the list of publication keywords provided by the author. The critical role of keywords in scientific research cannot be ignored [82].
In Biblioshiny, we set the period as 2017–2021, the minimum frequency of keywords as 4, and the number of words per year as 10. This is not related to the literature but represents the subjective judgment of the authors when considering the dynamics and optimal performance of the ASD-exercise-research literature. Notably, according to the topic trend of the authors’ keywords over the last five years (Figure 10), 2020 was characterized by “ASD”, “intervention”, “physical”, “sedentary behavior”, “behavior”, “fitness”, “participation”, etc. The topic trends in 2021 were “COVID-19” and “motor”, and the prominence of these two years’ keywords may be directly related to the continuing negative impact of COVID-19 worldwide. Interestingly, “exercise”, “motor skills”, “activity”, “health”, “physical”, and “fitness” also lasted from the outbreak year to 2021, indicating that researchers noticed that developing motor skills through participating in PA and exercise may have a positive impact on the health and fitness of ASD groups.

4. Discussion

According to our understanding, this is the first time that a bibliometric evaluation of the physical-activity-related literature on ASD has been conducted. We aimed to obtain a global overview, as well as the focus themes and research frontiers in this field.
The results show that, since this kind of literature first appeared in 1980, the cumulative number of publications has gradually increased over the last ten years. Significantly, the literature published over the last five years (2017–2021) accounted for more than half of the total literature in this field. One possible reason for this may be that, in 2017, the World Health Organization (WHO) approved the Global Action Plan for Physical Activity 2018–2030 (GAPPA) to prevent and control physical inactivity, promote PA, and, for the first time, include people with disabilities in the guidelines [83], which is a solid call to sport and the sports community that persons with disabilities have equal rights to PA and health. It may promote more and higher-quality research in this field [84]. On the other hand, from 2020 to 2021, the continuous influence of COVID-19 in the world led to a general lack of PA, which caused researchers to increase their attention to the health of vulnerable groups.
The survey results show that the first three categories of PA research on ASD belong to Sport Science, Psychology Developmental, and Rehabilitation. It can be seen that these three categories provide sufficient research and theoretical basis for the establishment of this topic. However, as a means of education, PA plays an important role in the education field of ASD. For example, Education Special and Education Educational Research are also among the top ten contributing categories. Students with ASD may have educational needs that other students do not have [28], and early intervention aims to reduce the symptoms of ASD patients [85] and to improve or enhance new skills [85,86]. PA has shown its related benefits to ASD patients (such as stereotyped behavior and motor skills). Therefore, it is very important for ASD people to make proper preparations for any educational program including exercise. Although the research suggests that PA research with a high-quality experimental design can help teachers, parents, and those who participate in making effective plans on a daily basis [43], interventions that are too complicated or expensive may not be easy to implement in daily life. Therefore, only by ensuring the successful transformation of the experimental research results into routine educational practice can we obtain the most effective way to encourage ASD groups to adopt an active physical lifestyle in the future, thus expanding PA’s contribution in the field of ASD education.
According to our analysis, the main journals that publish PA research on ASD are Medicine and Science in Sports and Exercise, Journal of Autism and Developmental Disorders, and Research Quarterly for Exercise and Sport. However, other journals are still worthy of attention. For example, although the output of Research in Autism Spectrum Disorders is not in the top three, the first two articles in the most cited literature are both from this journal. In addition, among the 10 most cited documents, the United States accounts for 60% of the total, and its California State University system is a leading institution in the world. Therefore, the United States is in a leading position in the PA research of ASD in the world, and its vital role in international cooperation in this field is also confirmed by the research cooperation map. This may be because of its relatively perfect ASD monitoring network and rising incidence, which has aroused the attention of researchers in this country. Interestingly, although the number of documents, total citation times, and H-index in the United States are higher than those in other countries and regions, the average citation times of each article is highest in the Taiwan region, and its H-index is second only to the United States, which indicates that the Taiwan region is also an outstanding contributor to the PA research of ASD. Due to the number of publications, there is a mismatch between the H-index and the average citation times of each article, but both of them are used to represent the publication quality and academic influence of a country or region in a certain research field.
It is also worth noting that the most active research groups mainly come from North America and Asia, while Oceania, Europe, and South America have contributed some research results, but this is not completely consistent with the epidemiological research on ASD. Generally speaking, the progress of medicine and the detection of ASD will both affect the number of related scientific publications in a country or region. With the increase in the prevalence rate, it is expected that the quality of research will be improved. However, on this issue, there is no conclusive data [29]. For example, due to the lack of universal and standardized diagnostic procedures for ASD, the total estimated prevalence of ASD in Asia is lower than that in Western countries [87]. Interestingly, five of the top 10 countries and regions are in Asia in this study. Therefore, the geographical difference in the epidemiological statistics of ASD is not the main factor hindering related research.
Although the analysis results of the main authors support the contributions of countries or regions, the United States and the Taiwan region not only have the top 10 most prolific authors in the PA research field of ASD, but they also include the most influential co-authorship and co-citation authors. However, this also further shows that the partnership between countries/regions is relatively fixed and limited. In any case, considering the impact of ASD on all races and cultures around the world, international cooperation in ASD research and publication should be encouraged and emphasized. Specifically, this should include cooperation between developed and developing countries/regions in the rehabilitation and treatment of ASD patients, which may help to promote the PA research on ASD at different levels.
Globally, with the popularization of GAPPA in various countries and the absence of PA caused by COVID-19, the PA research in the field of ASD is predicted to continue to receive attention. According to the focus themes generated by the co-occurrence of terms and the frontier topics generated based on the authors’ keywords, it is speculated that future trends in this field will continue to provide more evidence for the positive impact of PA on the core disorders and related symptoms of ASD; at the same time, this should maximize the scope of social support, especially with regard to the effectiveness of PA intervention based on the Internet, and the best dosage of exercise intervention deserves further exploration. In addition, from the perspective of public health and policy, ASD groups tend to remain sedentary [5,88], with low levels of physical activity [88]. With the increase in age, the number of individuals who participate in PA will decrease [88,89,90]. These problems have negative consequences for both short-term and long-term health. Therefore, future research will also continue to focus on the benefits of developing motor skills through participating in PA and exercises to improve the health and physical fitness of this group, which will help to reduce the huge burden borne by ASD patients and their families throughout their life.

5. Limitations

There are some limitations to this research. First of all, we only searched the WoS database, and not other databases, such as EMBASE, PubMed, Google Academic, and Scopus. Secondly, as English is still the most commonly used language for publishing academic literature worldwide, we only considered English publications, which led to a language deviation in this study.

6. Conclusions

This study conducted a bibliometric analysis of the research achievements regarding ASD in the PA field from 1980 to 2021. As a global public health issue, research in the PA field of ASD has received increasing attention over the last five years. However, only by successfully transforming the experimental research results into routine educational practice can the value of PA to ASD groups be maximized. The United States and the University of California systems play an active role in this field, but cooperation between countries/regions with different levels of development is helpful to jointly promote the progress of PA research on ASD. By introducing highly cited articles, active journals, main authors, focus themes, and research frontiers, the results may be beneficial to guide future research.

Author Contributions

Conceptualization, X.-W.F.; data curation, X.-W.F.; formal analysis, X.-W.F.; software, X.-W.F.; supervision, M.H. and J.P.G.C.; visualization, X.-W.F.; writing—original draft, X.-W.F., M.H. and J.P.G.C.; writing—review and editing, M.H. and J.P.G.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research received no external funding.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

Raw and processed data are available upon request to the corresponding author.

Conflicts of Interest

The authors declare no conflict of interest.

References

  1. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, 5th ed.; American Psychiatric Association: Washington, DC, USA, 2013. [Google Scholar]
  2. Lotter, V. Epidemiology of Autistic Conditions in Young Children: I. Soc. Psychiatry 1966, 1, 124–135. [Google Scholar] [CrossRef]
  3. CDC Autism Prevalence Higher in CDC’s ADDM Network. Available online: https://www.cdc.gov/media/releases/2021/p1202-autism.html (accessed on 2 December 2021).
  4. Maenner, M.J.; Shaw, K.A.; Baio, J. Prevalence of Autism Spectrum Disorder among Children Aged 8 Years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2016. MMWR Surveill. Summ. 2020, 69, 1. [Google Scholar] [CrossRef] [PubMed]
  5. Must, A.; Phillips, S.M.; Curtin, C.; Anderson, S.E.; Maslin, M.; Lividini, K.; Bandini, L.G. Comparison of Sedentary Behaviors between Children with Autism Spectrum Disorders and Typically Developing Children. Autism 2014, 18, 376–384. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  6. Kiley, T.; MacDonald, M.; Menear, K. Physical Activity and Physical Fitness of School-Aged Children and Youth with Autism Spectrum Disorders. Autism Res. Treat. 2014, 2014, 1–6. [Google Scholar] [CrossRef]
  7. Jansiewicz, E.M.; Goldberg, M.C.; Newschaffer, C.J.; Denckla, M.B.; Landa, R.; Mostofsky, S.H. Motor Signs Distinguish Children with High Functioning Autism and Asperger’s Syndrome from Controls. J. Autism Dev. Disord. 2006, 36, 613–621. [Google Scholar] [CrossRef]
  8. Baranek, G.T.; Parham, L.D.; Bodfish, J.W. Sensory and Motor Features in Autism: Assessment and Intervention. In Handbook of Autism and Pervasive Developmental Disorders: Assessment, Interventions, and Policy; John Wiley & Sons, Inc.: Hoboken, NJ, USA, 2005; pp. 831–857. [Google Scholar]
  9. Ament, K.; Mejia, A.; Buhlman, R.; Erklin, S.; Caffo, B.; Mostofsky, S.; Wodka, E. Evidence for Specificity of Motor Impairments in Catching and Balance in Children with Autism. J. Autism Dev. Disord. 2015, 45, 742–751. [Google Scholar] [CrossRef] [Green Version]
  10. Todd, T. Teaching Motor Skills to Individuals with Autism Spectrum Disorders. J. Phys. Educ. Recreat. Danc. 2012, 83, 32–48. [Google Scholar] [CrossRef]
  11. Tan, B.W.Z.; Pooley, J.A.; Speelman, C.P. A Meta-Analytic Review of the Efficacy of Physical Exercise Interventions on Cognition in Individuals with Autism Spectrum Disorder and ADHD. J. Autism Dev. Disord. 2016, 46, 3126–3143. [Google Scholar] [CrossRef] [Green Version]
  12. Sorensen, C.; Zarrett, N. Benefits of Physical Activity for Adolescents with Autism Spectrum Disorders: A Comprehensive Review. Rev. J. Autism Dev. Disord. 2014, 1, 344–353. [Google Scholar] [CrossRef]
  13. Sowa, M.; Meulenbroek, R. Effects of Physical Exercise on Autism Spectrum Disorders: A Meta-Analysis. Res. Autism Spectr. Disord. 2012, 6, 46–57. [Google Scholar] [CrossRef]
  14. Healy, S.; Nacario, A.; Braithwaite, R.E.; Hopper, C. The Effect of Physical Activity Interventions on Youth with Autism Spectrum Disorder: A Meta-Analysis. Autism Res. 2018, 11, 818–833. [Google Scholar] [CrossRef]
  15. Colombo-Dougovito, A.M.; Blagrave, A.J.; Healy, S. A Grounded Theory of Adoption and Maintenance of Physical Activity among Autistic Adults. Autism 2020, 25, 627–641. [Google Scholar] [CrossRef]
  16. Yarımkaya, E.; Esentürk, O.K. Promoting Physical Activity for Children with Autism Spectrum Disorders during Coronavirus Outbreak: Benefits, Strategies, and Examples. Int. J. Dev. Disabil. 2020, 1–6. [Google Scholar] [CrossRef] [Green Version]
  17. Tiner, S.; Cunningham, G.B.; Pittman, A. “Physical Activity Is Beneficial to Anyone, Including Those with ASD”: Antecedents of Nurses Recommending Physical Activity for People with Autism Spectrum Disorder. Autism 2021, 25, 576–587. [Google Scholar] [CrossRef]
  18. Menear, K.S.; Neumeier, W.H. Promoting Physical Activity for Students with Autism Spectrum Disorder: Barriers, Benefits, and Strategies for Success. J. Phys. Educ. Recreat. Danc. 2015, 86, 43–48. [Google Scholar] [CrossRef]
  19. Scharoun, S.M.; Wright, K.T.; Robertson-Wilson, J.E.; Fletcher, P.C.; Bryden, P.J. Physical Activity in Individuals with Autism Spectrum Disorders (ASD): A Review. In Autism-Paradigms, Recent Research and Clinical Applications; IntechOpen: London, UK, 2017; pp. 301–331. [Google Scholar]
  20. Aniszewski, E.; Almeida, H.; Alvernaz, A. Benefits of Physical Activity for the Development of Autistic Children. Int. Phys. Med. Rehabil. J. 2020, 5, 79–80. [Google Scholar] [CrossRef]
  21. Astorino, T.; Baker, J.; Brock, S.; Dalleck, L.; Goulet, E.; Gotshall, R.; Hutchison, A.; Knight-Maloney, M.; Kravitz, L.; Laskin, J. Beneficial Effects of Clinical Exercise Rehabilitation for Children and Adolescents with Autism Spectrum Disorder (ASD). J. Exerc. Physiol. 2012, 15, 71–79. [Google Scholar]
  22. National Autism Center. National Standards Project Findings and Conclusions; National Autism Center: Randolph, MA, USA, 2009. [Google Scholar]
  23. Sa’ed, H.Z.; Al-Jabi, S.W. Mapping the Situation of Research on Coronavirus Disease-19 (COVID-19): A Preliminary Bibliometric Analysis during the Early Stage of the Outbreak. BMC Infect. Dis. 2020, 20, 561. [Google Scholar] [CrossRef]
  24. Morgan, P.P. The Importance of Being Cited. Can. Med. Assoc. J. 1983, 129, 9. [Google Scholar]
  25. Wang, K.; Duan, W.C.; Duan, Y.J.; Yu, Y.X.; Chen, X.Y.; Xu, Y.H.; Chen, H.H.; Huang, H.Z.; Xiong, B. A Bibliometric Insight of Genetic Factors in ASD: Emerging Trends and New Developments. Brain Sci. 2021, 11, 33. [Google Scholar] [CrossRef]
  26. Perez-Vazquez, E.; Lorenzo, G.; Lledo, A.; Lorenzo-Lledo, A. Evolution and Identification from a Bibliometric Perspective of the Use of Robots in the Intervention of Children with ASD. Technol. Knowl. Learn. 2020, 25, 83–114. [Google Scholar] [CrossRef]
  27. Garcia, S.A. Educational Research on Autism Spectrum Disorders: A Bibliometric Analysis. Bordon-Rev. Pedagog. 2021, 73, 11–31. [Google Scholar] [CrossRef]
  28. Carmona-Serrano, N.; Lopez-Belmonte, J.; Lopez-Nunez, J.A.; Moreno-Guerrero, A.J. Trends in Autism Research in the Field of Education in Web of Science: A Bibliometric Study. Brain Sci. 2020, 10, 1018. [Google Scholar] [CrossRef]
  29. Shekarro, M.; Fazeli-Varzaneh, M.; Kuravackel, G.M. A Bibliometric Analysis of Executive Functions in Autism Spectrum Disorder. Curr. Psychol. 2021, 1–14. [Google Scholar] [CrossRef]
  30. Lorenzo, G.; Lorenzo-Lledo, A.; Carreres, A.L.; Perez-Vazquez, E. Approach from a Bibliometric Perspective of the Educational Application of Virtual Reality in People with Autism Spectrum Disorder. Educ. Knowl. Soc. 2020, 21. [Google Scholar] [CrossRef]
  31. Sweileh, W.M.; Al-Jabi, S.W.; Sawalha, A.F.; Zyoud, S.H. Bibliometric Profile of the Global Scientific Research on Autism Spectrum Disorders. Springerplus 2016, 5, 1480. [Google Scholar] [CrossRef] [Green Version]
  32. Sweileh, W.M. Research Trends on Human Trafficking: A Bibliometric Analysis Using Scopus Database. Global. Health 2018, 14, 106. [Google Scholar] [CrossRef]
  33. Chan, J.S.Y.; Deng, K.; Yan, J.H. The Effectiveness of Physical Activity Interventions on Communication and Social Functioning in Autistic Children and Adolescents: A Meta-Analysis of Controlled Trials. Autism 2021, 25, 874–886. [Google Scholar] [CrossRef]
  34. Memon, A.R.; Vandelanotte, C.; Olds, T.; Duncan, M.J.; Vincent, G.E. Research Combining Physical Activity and Sleep: A Bibliometric Analysis. Percept. Mot. Skills 2020, 127, 154–181. [Google Scholar] [CrossRef]
  35. Xu, X.; Mishra, G.D.; Jones, M. Mapping the Global Research Landscape and Knowledge Gaps on Multimorbidity: A Bibliometric Study. J. Glob. Health 2017, 7, 010414. [Google Scholar] [CrossRef]
  36. Ghadimi, P.; Wang, C.; Lim, M.K. Sustainable Supply Chain Modeling and Analysis: Past Debate, Present Problems and Future Challenges. Resour. Conserv. Recycl. 2019, 140, 72–84. [Google Scholar] [CrossRef]
  37. Wang, C.; Lim, M.K.; Zhao, L.; Tseng, M.-L.; Chien, C.-F.; Lev, B. The Evolution of Omega-The International Journal of Management Science over the Past 40 Years: A Bibliometric Overview. Omega 2020, 93, 102098. [Google Scholar] [CrossRef]
  38. Cobo, M.J.; López-Herrera, A.G.; Herrera-Viedma, E.; Herrera, F. An Approach for Detecting, Quantifying, and Visualizing the Evolution of a Research Field: A Practical Application to the Fuzzy Sets Theory Field. J. Informetr. 2011, 5, 146–166. [Google Scholar] [CrossRef]
  39. Van Eck, N.J.; Waltman, L. Software Survey: VOSviewer, a Computer Program for Bibliometric Mapping. Scientometrics 2010, 84, 523–538. [Google Scholar] [CrossRef] [Green Version]
  40. Aria, M.; Cuccurullo, C. Bibliometrix: An R-Tool for Comprehensive Science Mapping Analysis. J. Informetr. 2017, 11, 959–975. [Google Scholar] [CrossRef]
  41. Brookes, B.C. Bradford’s Law and the Bibliography of Science. Nature 1969, 224, 953–956. [Google Scholar] [CrossRef]
  42. Desai, N.; Veras, L.; Gosain, A. Using Bradford’s Law of Scattering to Identify the Core Journals of Pediatric Surgery. J. Surg. Res. 2018, 229, 90–95. [Google Scholar] [CrossRef]
  43. Lang, R.; Koegel, L.K.; Ashbaugh, K.; Regester, A.; Ence, W.; Smith, W. Physical Exercise and Individuals with Autism Spectrum Disorders: A Systematic Review. Res. Autism Spectr. Disord. 2010, 4, 565–576. [Google Scholar] [CrossRef]
  44. Pan, C.-Y.; Frey, G.C. Physical Activity Patterns in Youth with Autism Spectrum Disorders. J. Autism Dev. Disord. 2006, 36, 597–606. [Google Scholar] [CrossRef]
  45. Srinivasan, S.M.; Pescatello, L.S.; Bhat, A.N. Current Perspectives on Physical Activity and Exercise Recommendations for Children and Adolescents with Autism Spectrum Disorders. Phys. Ther. 2014, 94, 875–889. [Google Scholar] [CrossRef] [Green Version]
  46. Obrusnikova, I.; Cavalier, A.R. Perceived Barriers and Facilitators of Participation in After-School Physical Activity by Children with Autism Spectrum Disorders. J. Dev. Phys. Disabil. 2011, 23, 195–211. [Google Scholar] [CrossRef]
  47. Bandini, L.G.; Gleason, J.; Curtin, C.; Lividini, K.; Anderson, S.E.; Cermak, S.A.; Maslin, M.; Must, A. Comparison of Physical Activity between Children with Autism Spectrum Disorders and Typically Developing Children. Autism 2013, 17, 44–54. [Google Scholar] [CrossRef] [Green Version]
  48. Pan, C.-Y. Effects of Water Exercise Swimming Program on Aquatic Skills and Social Behaviors in Children with Autism Spectrum Disorders. Autism 2010, 14, 9–28. [Google Scholar] [CrossRef]
  49. Hinckson, E.A.; Dickinson, A.; Water, T.; Sands, M.; Penman, L. Physical Activity, Dietary Habits and Overall Health in Overweight and Obese Children and Youth with Intellectual Disability or Autism. Res. Dev. Disabil. 2013, 34, 1170–1178. [Google Scholar] [CrossRef]
  50. Kern, L.; Koegel, R.L.; Dunlap, G. The Influence of Vigorous versus Mild Exercise on Autistic Stereotyped Behaviors. J. Autism Dev. Disord. 1984, 14, 57–67. [Google Scholar] [CrossRef]
  51. Must, A.; Phillips, S.M.; Carol, C.; Bandini, L.G. Barriers to Physical Activity in Children with Autism Spectrum Disorders: Relationship to Physical Activity and Screen Time. J. Phys. Act. Health 2015, 12, 529. [Google Scholar] [CrossRef] [Green Version]
  52. Watters, R.G.; Watters, W.E. Decreasing Self-Stimulatory Behavior with Physical Exercise in a Group of Autistic Boys. J. Autism Dev. Disord. 1980, 10, 379–387. [Google Scholar] [CrossRef]
  53. Tse, A.C.Y. Brief Report: Impact of a Physical Exercise Intervention on Emotion Regulation and Behavioral Functioning in Children with Autism Spectrum Disorder. J. Autism Dev. Disord. 2020, 50, 4191–4198. [Google Scholar] [CrossRef]
  54. Ketcheson, L.; Hauck, J.; Ulrich, D. The Effects of an Early Motor Skill Intervention on Motor Skills, Levels of Physical Activity, and Socialization in Young Children with Autism Spectrum Disorder: A Pilot Study. Autism 2017, 21, 481–492. [Google Scholar] [CrossRef]
  55. Rafiei Milajerdi, H.; Sheikh, M.; Najafabadi, M.G.; Saghaei, B.; Naghdi, N.; Dewey, D. The Effects of Physical Activity and Exergaming on Motor Skills and Executive Functions in Children with Autism Spectrum Disorder. Games Health J. 2021, 10, 33–42. [Google Scholar] [CrossRef]
  56. Hilton, C.; Ratcliff, K.; Collins, D.; Jones, J. Physiological and Cognitive Effects of Daily Exercise on Adolescents with Autism Spectrum Disorders (ASD). Am. J. Occup. Ther. 2020, 74. [Google Scholar] [CrossRef]
  57. Tse, C.Y.A.; Lee, H.P.; Chan, K.S.K.; Edgar, V.B.; Wilkinson-Smith, A.; Lai, W.H.E. Examining the Impact of Physical Activity on Sleep Quality and Executive Functions in Children with Autism Spectrum Disorder: A Randomized Controlled Trial. Autism 2019, 23, 1699–1710. [Google Scholar] [CrossRef] [PubMed]
  58. Stavrou, K.; Tsimaras, V.; Alevriadou, A.; Gregoriadis, A. The Effect of an Exercise Program on Communication and Behavior of a Child with Autism Spectrum Disorder. Pedagog. Psychol. Med -Biol. Probl. Phys. Train. Sport. 2018, 22, 99–106. [Google Scholar] [CrossRef] [Green Version]
  59. Pan, C.-Y.; Chu, C.-H.; Tsai, C.-L.; Sung, M.-C.; Huang, C.-Y.; Ma, W.-Y. The Impacts of Physical Activity Intervention on Physical and Cognitive Outcomes in Children with Autism Spectrum Disorder. Autism 2017, 21, 190–202. [Google Scholar] [CrossRef] [PubMed]
  60. Rosenthal-Malek, A.; Mitchell, S. Brief Report: The Effects of Exercise on the Self-Stimulatory Behaviors and Positive Responding of Adolescents with Autism. J. Autism Dev. Disord. 1997, 27, 193–202. [Google Scholar] [CrossRef] [PubMed]
  61. Kunzi, K. Improving Social Skills of Adults with Autism Spectrum Disorder Through Physical Activity, Sports, and Games: A Review of the Literature. Adultspan J. 2015, 14, 100–113. [Google Scholar] [CrossRef]
  62. Huang, J.; Du, C.; Liu, J.; Tan, G. Meta-Analysis on Intervention Effects of Physical Activities on Children and Adolescents with Autism. Int. J. Environ. Res. Public Health 2020, 17, 1950. [Google Scholar] [CrossRef] [Green Version]
  63. Ayvazoglu, N.R.; Kozub, F.M.; Butera, G.; Murray, M.J. Determinants and Challenges in Physical Activity Participation in Families with Children with High Functioning Autism Spectrum Disorders from a Family Systems Perspective. Res. Dev. Disabil. 2015, 47, 93–105. [Google Scholar] [CrossRef]
  64. Obrusnikova, I.; Miccinello, D.L. Parent Perceptions of Factors Influencing After-School Physical Activity of Children with Autism Spectrum Disorders. Adapt. Phys. Act. Q. 2012, 29, 63–80. [Google Scholar] [CrossRef]
  65. Pan, C.-Y.; Tsai, C.-L.; Chu, C.-H.; Hsieh, K.-W. Physical Activity and Self-Determined Motivation of Adolescents with and without Autism Spectrum Disorders in Inclusive Physical Education. Res. Autism Spectr. Disord. 2011, 5, 733–741. [Google Scholar] [CrossRef]
  66. Pan, C.-Y. Age, Social Engagement, and Physical Activity in Children with Autism Spectrum Disorders. Res. Autism Spectr. Disord. 2009, 3, 22–31. [Google Scholar] [CrossRef]
  67. Pan, C.-Y. Objectively Measured Physical Activity between Children with Autism Spectrum Disorders and Children without Disabilities during Inclusive Recess Settings in Taiwan. J. Autism Dev. Disord. 2008, 38, 1292–1301. [Google Scholar] [CrossRef]
  68. Pan, C.-Y. School Time Physical Activity of Students with and without Autism Spectrum Disorders during PE and Recess. Adapt. Phys. Act. Q. 2008, 25, 308–321. [Google Scholar] [CrossRef] [Green Version]
  69. Pan, C.-Y.; Hsu, P.-J.; Chung, I.-C.; Hung, C.-S.; Liu, Y.-J.; Lo, S.-Y. Physical Activity during the Segmented School Day in Adolescents with and without Autism Spectrum Disorders. Res. Autism Spectr. Disord. 2015, 15–16, 21–28. [Google Scholar] [CrossRef]
  70. MacDonald, M.; Esposito, P.; Ulrich, D. The Physical Activity Patterns of Children with Autism. BMC Res. Notes 2011, 4, 422. [Google Scholar] [CrossRef] [Green Version]
  71. Pan, C.-Y.; Tsai, C.-L.; Chu, C.-H.; Sung, M.-C.; Ma, W.-Y.; Huang, C.-Y. Objectively Measured Physical Activity and Health-Related Physical Fitness in Secondary School-Aged Male Students with Autism Spectrum Disorders. Phys. Ther. 2016, 96, 511–520. [Google Scholar] [CrossRef] [Green Version]
  72. Stanish, H.I.; Curtin, C.; Must, A.; Phillips, S.; Maslin, M.; Bandini, L.G. Physical Activity Levels, Frequency, and Type among Adolescents with and without Autism Spectrum Disorder. J. Autism Dev. Disord. 2017, 47, 785–794. [Google Scholar] [CrossRef]
  73. Yarımkaya, E.; Esentürk, O.K.; İlhan, E.L.; Karasu, N. A WhatsApp-Delivered Intervention to Promote Physical Activity in Young Children with Autism Spectrum Disorder. Int. J. Dev. Disabil. 2021. [Google Scholar] [CrossRef]
  74. Esentürk, O.K.; Yarımkaya, E. WhatsApp-Based Physical Activity Intervention for Children with Autism Spectrum Disorder during the Novel Coronavirus (COVID-19) Pandemic: A Feasibility Trial. Adapt. Phys. Act. Q. 2021, 38, 569–584. [Google Scholar] [CrossRef]
  75. Healy, S.; Marchand, G. The Feasibility of Project CHASE: A Facebook-Delivered, Parent-Mediated Physical Activity Intervention for Children with Autism. Int. J. Disabil. Dev. Educ. 2020, 67, 225–242. [Google Scholar] [CrossRef]
  76. Tomporowski, P.D.; Lambourne, K.; Okumura, M.S. Physical Activity Interventions and Children’s Mental Function: An Introduction and Overview. Prev. Med. 2011, 52, S3–S9. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  77. Bahrami, F.; Movahedi, A.; Marandi, S.M.; Abedi, A. Kata Techniques Training Consistently Decreases Stereotypy in Children with Autism Spectrum Disorder. Res. Dev. Disabil. 2012, 33, 1183–1193. [Google Scholar] [CrossRef] [PubMed]
  78. Anderson-Hanley, C.; Tureck, K.; Schneiderman, R.L. Autism and Exergaming: Effects on Repetitive Behaviors and Cognition. Psychol. Res. Behav. Manag. 2011, 4, 129–137. [Google Scholar] [CrossRef] [PubMed] [Green Version]
  79. Allison, D.B.; Basile, V.C.; MacDonald, R.B. Brief Report: Comparative Effects of Antecedent Exercise and Lorazepam on the Aggressive Behavior of an Autistic Man. J. Autism Dev. Disord. 1991, 21, 89–94. [Google Scholar] [CrossRef]
  80. Reid, P.D.; Factor, D.C.; Freeman, N.L.; Sherman, J. The Effects of Physical Exercise on Three Autistic and Developmentally Disordered Adolescents. Ther. Recreat. J. 1988, 22, 47–56. [Google Scholar]
  81. Park, E.-Y.; Kim, W.-H.; Blair, K.-S.C. Effectiveness of Interventions Involving Physical Activities for Individuals with Autism Spectrum Disorder: A Meta-Analysis. Educ. Train. Autism Dev. Disabil. 2021, 56, 354–367. [Google Scholar]
  82. Barki, H.; Rivard, S.; Talbot, J. A Keyword Classification Scheme for IS Research Literature: An Update. Mis. Q. 1993, 17, 209–226. [Google Scholar] [CrossRef]
  83. WHO. Global Action Plan on Physical Activity 2018–2030: More Active People for a Healthier World; WHO: Geneva, Switzerland, 2018; Volume 28, ISBN 9789241514187. [Google Scholar]
  84. Martin Ginis, K.A.; Latimer-Cheung, A.E.; West, C.R. Commentary on “The First Global Physical Activity and Sedentary Behavior Guidelines for People Living with Disability”. J. Phys. Act. Health 2021, 18, 348–349. [Google Scholar] [CrossRef]
  85. Tupou, J.; Waddington, H.; Sigafoos, J. Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers with Autism Spectrum Disorder. Infants Young Child. 2020, 33, 259–282. [Google Scholar] [CrossRef]
  86. Kasilingam, N.; Waddington, H.; Van Der Meer, L. Early Intervention for Children with Autism Spectrum Disorder in New Zealand: What Children Get and What Parents Want. Int. J. Disabil. Dev. Educ. 2021, 68, 521–537. [Google Scholar] [CrossRef]
  87. Qiu, S.; Lu, Y.; Li, Y.; Shi, J.; Cui, H.; Gu, Y.; Li, Y.; Zhong, W.; Zhu, X.; Liu, Y. Prevalence of Autism Spectrum Disorder in Asia: A Systematic Review and Meta-Analysis. Psychiatry Res. 2020, 284, 112679. [Google Scholar] [CrossRef]
  88. Jones, R.A.; Downing, K.; Rinehart, N.J.; Barnett, L.M.; May, T.; McGillivray, J.A.; Papadopoulos, N.V.; Skouteris, H.; Timperio, A.; Hinkley, T. Physical Activity, Sedentary Behavior and Their Correlates in Children with Autism Spectrum Disorder: A Systematic Review. PLoS ONE 2017, 12, e0172482. [Google Scholar] [CrossRef]
  89. Healy, S.; Aigner, C.J.; Haegele, J.A.; Patterson, F. Meeting the 24-hr Movement Guidelines: An Update on US Youth with Autism Spectrum Disorder from the 2016 National Survey of Children’s Health. Autism Res. 2019, 12, 941–951. [Google Scholar] [CrossRef]
  90. Simpson, K.; Adams, D.; Bruck, S.; Keen, D. Investigating the Participation of Children on the Autism Spectrum across Home, School, and Community: A Longitudinal Study. Child. Care. Health Dev. 2019, 45, 681–687. [Google Scholar] [CrossRef]
Ijerph 19 07278 g001 550
Figure 1. Flow chart of the document selection procedure.
Figure 1. Flow chart of the document selection procedure.
Ijerph 19 07278 g001
Ijerph 19 07278 g002 550
Figure 2. The numbers of documents and citations per year from 1980 to 2021.
Figure 2. The numbers of documents and citations per year from 1980 to 2021.
Ijerph 19 07278 g002
Ijerph 19 07278 g003 550
Figure 3. Top 10 categories of PA research of ASD in WoS.
Figure 3. Top 10 categories of PA research of ASD in WoS.
Ijerph 19 07278 g003
Ijerph 19 07278 g004 550
Figure 4. The most prominent core journals in the PA research of ASD based on Bradford’s Law.
Figure 4. The most prominent core journals in the PA research of ASD based on Bradford’s Law.
Ijerph 19 07278 g004
Ijerph 19 07278 g005 550
Figure 5. Cooperation between contributing countries/regions regarding PA research on ASD.
Figure 5. Cooperation between contributing countries/regions regarding PA research on ASD.
Ijerph 19 07278 g005
Ijerph 19 07278 g006 550
Figure 6. Geographical distribution of PA research in ASD publications.
Figure 6. Geographical distribution of PA research in ASD publications.
Ijerph 19 07278 g006
Ijerph 19 07278 g007 550
Figure 7. The author’s co-authorship network regarding PA research on ASD.
Figure 7. The author’s co-authorship network regarding PA research on ASD.
Ijerph 19 07278 g007
Ijerph 19 07278 g008 550
Figure 8. The author’s co-citation network regarding PA research on ASD.
Figure 8. The author’s co-citation network regarding PA research on ASD.
Ijerph 19 07278 g008
Ijerph 19 07278 g009 550
Figure 9. The term co-occurrence network on PA research of ASD.
Figure 9. The term co-occurrence network on PA research of ASD.
Ijerph 19 07278 g009
Ijerph 19 07278 g010 550
Figure 10. The topic trends of PA research on ASD over the last five years.
Figure 10. The topic trends of PA research on ASD over the last five years.
Ijerph 19 07278 g010
Table
Table 1. Document types of PA field in ASD.
Table 1. Document types of PA field in ASD.
DTCount *TCCPD
Article217383917.69
Meeting Abstracts9390.1
Review Articles3383625.33
Early Access16563.5
Editorial Materials612721.17
Proceedings Papers4348.5
Letters372.33
Corrections200
Book Chapters100
Book Reviews100
DT: document type, TC: total citations, CPD: citations per document. * Some documents exist in different document types simultaneously. Therefore, the total number of documents is more than 359.
Table
Table 2. The top 10 productive journals on PA research of ASD.
Table 2. The top 10 productive journals on PA research of ASD.
JournalPublished Number (%)IF
2020		SJR
2020		JCRCategories
Medicine and Science in Sports and Exercise37 (10.306%)5.4111.703Q1Physical Therapy, Sports Therapy, and Rehabilitation; Orthopedics and Sports Medicine
Journal of Autism and Developmental Disorders33 (9.192%)4.2911.374Q1Developmental and Educational Psychology
Research Quarterly for Exercise and Sport26 (7.242%)2.50.793Q2Physical Therapy, Sports Therapy, and Rehabilitation; Orthopedics and Sports Medicine
Autism17 (4.735%)5.6891.899Q1Developmental and Educational Psychology
Journal of Sport and Exercise Psychology17 (4.735%)3.0160.908Q2Applied Psychology
Palaestra13 (3.621%)NANANAEducation and Educational Research
Research in Autism Spectrum Disorders13 (3.621%)2.8811.040Q2Developmental and Educational Psychology
Clinical Psychology
Adapted Physical Activity Quarterly9
(2.507%)		2.9290.618Q2Physical Therapy, Sports Therapy, and Rehabilitation
International Journal of Developmental Disabilities9
(2.507%)		0.9730.311Q3Psychiatry and Mental Health; Developmental and Educational Psychology
Research in Developmental Disabilities6
(1.671%)		3.231.024Q1Developmental and Educational Psychology; Clinical Psychology
IF: impact factors, SJR: SCImago journal rank, JCR: journal citation reports, NA: not applicable.
Table
Table 3. The characteristics of highly cited documents on PA research of ASD.
Table 3. The characteristics of highly cited documents on PA research of ASD.
TCArticle TitleJournalPublished YearCountry/
Region		IF
2020		JCR
208Physical exercise and individuals with autism spectrum disorders: A systematic review
[43]		Research in Autism Spectrum Disorders2010USA2.881Q2
157Effects of physical exercise on
autism spectrum disorders: A meta-analysis[13]		Research in Autism Spectrum Disorders2012Netherlands2.881Q2
148Physical activity patterns in youth with autism spectrum disorders
[44]		Journal of Autism and Developmental Disorders2006Taiwan4.291Q1
126Current perspectives on physical activity and
exercise
recommendations for children and adolescents with autism spectrum disorders
[45]		Physical Therapy2014USA3.021Q1
114Perceived barriers and facilitators of participation in after-School physical activity
by children with autism spectrum disorders
[46]		Journal of Developmental and Physical Disabilities2011USA1.71Q3
107Comparison of physical activity between children with autism spectrum disorders and typically developing children
[47]		Autism2013USA5.689Q1
103Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders
[48]		Autism2010Taiwan5.689Q1
102Physical activity, dietary habits and overall health in overweight and obese children and youth with intellectual disability or autism
[49]		Research in Developmental Disabilities2013New Zealand3.23Q1
99The influence of vigorous versus mild exercise on autistic stereotyped behaviors
[50]		Journal of Autism and Developmental Disorders1984USA4.291Q1
95Barriers to physical activity in children with autism spectrum disorders: Relationship to physical activity and screen Time
[51]		Journal of Physical Activity & Health2015USA2.592Q2
Table
Table 4. Top 10 countries/regions and institutions on PA research of ASD.
Table 4. Top 10 countries/regions and institutions on PA research of ASD.
Country/
Region		ArticlesTCH-IndexCPDTop Country/Region Institutions 1Top Institution Articles (%)
USA21331293114.69California State University System24
(11.268%)
China3319495.88Chinese University of Hong Kong8
(24.242%)
Turkey2510344.12Anadolu University;
Erzincan Binali Yildirim University		5
(20.000%)
Canada25363914.52University of Toronto7
(28.000%)
Taiwan196481134.11National Kaohsiung Normal University18
(94.737%)
Australia12235719.58Deakin University6
(50.000%)
Iran11158614.36Tehran University of Medical Sciences;
University of Tehran		4
(36.364%)
South Korea93734.11Ajou University;
Korea University;
Kyung Hee University		3
(33.333%)
Ireland7210.29South East Technological University4
(57.143%)
Brazil555311Universidade Federal de Alagoas;
Universidade Federal de Santa Catarina		4
(80.000%)
TC: total citations, CPD: citations per document. 1. Parallel institutions publish the same number.
Table
Table 5. Top 10 productive authors on PA research of ASD.
Table 5. Top 10 productive authors on PA research of ASD.
AuthorArticlesTCH-IndexCountry/Region
Chien-Yu, Pan2164511Taiwan
Healy, Sean151877USA
Frey, Georgia C112393USA
Chia-Liang, Tsai102166Taiwan
Chia-Hua, Chu91695Taiwan
Garcia, Jeanette M7904USA
Haegele, Justin A7864USA
Ketcheson, Leah6912USA
Lee, Jihyun6142USA
Mccoy, Stephanie M61012USA
TC: total citations.
Table
Table 6. The main terms are identified based on the clustering method.
Table 6. The main terms are identified based on the clustering method.
ClustersCluster Terms (Occurrences ≥ 10)Themes
Cluster 1 (Green)35 terms: article, autistic child, baseline, change, communication, condition, control, control group, effect, effectiveness, executive function, exercise, exercise intervention, exercise program, future research, game, impact, improvement, meta-analysis, motor skill, outcome, physical exercise, pilot study, positive effect, present study, review, significant improvement, skill, social interaction, stereotypic behavior, systematic review, test, total, treatment, week.Individual
effect
Cluster 2 (Red)32 terms: autism spectrum, barrier, benefit, challenge, community, disability, experience, factor, family, influence, interview, lack, life, literature, need, obesity, opportunity, order, paper, parent, participation, person, perspective, physical activity participation, practice, practitioner, presence, recommendation, researcher, sport, support, young adult.Social
support
Cluster 3 (Blue)18 terms: accelerometer, adolescents, bmi, boy, brief report, comparison, day, min, minute, motivation, mvpa, pa level, peer, physical education, sedentary behavior, significant difference, vigorous physical activity, young child.Activity
dose
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Share and Cite

MDPI and ACS Style

Feng, X.-W.; Hadizadeh, M.; Cheong, J.P.G. Global Trends in Physical-Activity Research of Autism: Bibliometric Analysis Based on the Web of Science Database (1980–2021). Int. J. Environ. Res. Public Health 2022, 19, 7278. https://doi.org/10.3390/ijerph19127278

AMA Style

Feng X-W, Hadizadeh M, Cheong JPG. Global Trends in Physical-Activity Research of Autism: Bibliometric Analysis Based on the Web of Science Database (1980–2021). International Journal of Environmental Research and Public Health. 2022; 19(12):7278. https://doi.org/10.3390/ijerph19127278

Chicago/Turabian Style

Feng, Xiao-Wei, Maryam Hadizadeh, and Jadeera Phaik Geok Cheong. 2022. "Global Trends in Physical-Activity Research of Autism: Bibliometric Analysis Based on the Web of Science Database (1980–2021)" International Journal of Environmental Research and Public Health 19, no. 12: 7278. https://doi.org/10.3390/ijerph19127278

APA Style

Feng, X. -W., Hadizadeh, M., & Cheong, J. P. G. (2022). Global Trends in Physical-Activity Research of Autism: Bibliometric Analysis Based on the Web of Science Database (1980–2021). International Journal of Environmental Research and Public Health, 19(12), 7278. https://doi.org/10.3390/ijerph19127278

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop