Motor Skill Practice and Autism: What Does the Research Say?

Many children with autism spectrum disorder (ASD) struggle with motor coordination, which can affect everyday skills like dressing, writing, or playing with peers. A 2025 study by Tsujishita and colleagues helps clarify how different types of motor practice, specifically constant vs. variable practice, can impact motor learning in this population. Learn more about what the research says about motor skill practice and autism.

Why Motor Coordination Matters in Autism

Motor coordination challenges are common in children with ASD, with up to 90% affected. These difficulties can impact both fine motor skills (like using scissors or zipping a jacket) and gross motor skills (like running or catching a ball). Left unaddressed, motor difficulties can reduce participation in physical and social activities and contribute to lower self-esteem, anxiety, or even isolation.

What the Study Looked At Regarding Motor Skill Practice and Autism

This study aimed to understand whether constant practice (doing the same motor task repeatedly) or variable practice (changing the conditions of the task) better supports motor learning in children with ASD and coordination difficulties.

Participants:

• 34 children with ASD, ages 6–15, all showing signs of motor coordination disorder
• All children had an IQ above 70 and no comorbid neurological or intellectual disabilities

Tasks and Assessments:

The children participated in a beanbag-throwing task designed to assess gross motor accuracy. Other assessments included:

• Fine motor skills: Purdue Pegboard Test
• Working memory: Corsi Block Tapping Task (CBTT)
• Behavioral traits: Strengths and Difficulties Questionnaire (SDQ), especially focusing on prosocial behavior

Practice Conditions:

Children were divided into two groups:

• Constant Practice Group
  Practiced throwing beanbags from the same distance across all 25 trials.
• Variable Practice Group
  Practiced throwing beanbags from three different distances (baseline ± 40%) presented in random order.

Each child completed:

• A pre-test
• 25 practice trials
• A post-test
• A transfer test (throwing from a new distance ±25%)

The goal was to see how each type of practice impacted learning, retention, and transfer of skills.

What the Results Showed about Motor Skill Practice and Autism

• Constant practice led to significant improvement in performance from pre- to post-test.
• Variable practice did not lead to improvement—in fact, scores decreased after practice.
• In the transfer test (a new distance), there were no significant differences between the two groups.

Notably, in the constant practice group, improvements during practice were strongly linked to overall performance gains and children who scored higher on prosocial behavior improved the most.

Why Constant Practice May Be Better for Children With ASD

Motor learning theories (like schema theory) suggest that variable practice helps form generalizable motor skills in typically developing children. But for children with ASD, difficulty with working memory and sensory integration may make it harder to benefit from frequent changes in a task.

In this study:

• Variable practice seemed too demanding, possibly due to the cognitive load of adjusting to multiple distances.
• Constant, predictable practice likely reduced this cognitive demand and allowed for more effective learning.

Practical Takeaways for Therapists and Parents

If you’re working with a child who has ASD and motor difficulties, this study suggests starting with structured, repetitive practice to build skill confidence before adding variation.

Try:

• Repeating the same motor task under identical conditions
• Providing minimal verbal feedback (simple, consistent praise)
• Practicing short sessions regularly to support retention
• Encouraging positive peer interactions during motor tasks

Avoid (initially):

• Frequently changing the task setup or instructions
• Overloading children with complex feedback or expectations

Once a child shows consistent success with a skill, variation can be added gradually.

More Related Research

Explore more blog posts on motor skill development and autism:

• Movement Interventions for Autism: What Does the Research Say?
• Alexithymia and Autism: What Therapists and Educators Should Know
• Motor Skills in Autism With Parent-Mediated Interventions
• Autism and Walking: What You Need to Know

For children with ASD and coordination challenges, constant, structured practice appears more effective than variable practice. And don’t overlook the impact of social-emotional strengths. Prosocial behaviors may enhance motor learning, especially in supportive, consistent environments.

Reference

Tsujishita, S., Nakashima, D., Akizuki, K., & Takeuchi, K. (2025). Elucidation of Exercise Conditions That Promote Motor Learning in Children With Autism Spectrum Disorder Who Have Motor Coordination Disorders: A Study Using Constant and Variable Practice. Cureus, 17(6).