Background: Meeting daily guidelines for physical activity, screen time, and sleep duration is associated with a host of health indicators for youth. In this cross-sectional observational study, we investigated the associations between adherence to the movement guidelines and health-related outcomes among youth with autism spectrum disorder (ASD). Methods: Parents of youth with ASD (10–17 years) from seven countries and regions were invited to provide online proxy-reports for child’s movement behaviors (i.e., physical activity, sleep and screen time), and health-related outcomes (i.e., body mass index [BMI], general health, and quality of life). A series of multiple linear regression analyses were used to examine the associations between meeting movement guidelines and health-related outcomes, adjusted for covariates. Results: The final sample consisted of 1165 youth with ASD. Compared with youth meeting all three guidelines, a higher BMI z-score was observed in those who met no guidelines (B = 0.62, P = 0.04), “sedentary time only” (B = 0.60, P = 0.047), and “physical activity plus sleep only” (B = 0.85, P = 0.04). Compared with meeting all three guidelines, meeting no guidelines was associated with poorer general health (B = − 0.46, P = 0.02). Further, compared with youth meeting all three guidelines, a lower quality of life score was observed in those who met no guidelines (B = − 0.47, P = 0.02) and “physical activity only” (B = − 0.62, P = 0.03). Lastly, there were dose–response associations between the number of guidelines met and all three health-related outcomes (all P_trend < 0.05). Conclusions: In conclusion, meeting more 24-h movement guidelines was generally associated with more favorable health-related outcomes in youth with ASD. The low level of adherence to all three guidelines (2.0%) suggests the urgent need to promote the adoption of all the guidelines in this group.

School physical education (PE) has often relied on linear progressions in which teachers demonstrate, pupils practise prescribed techniques, and achievement is judged through visible reproduction of preferred movement forms. Non-linear pedagogy (NLP) and the constraints-led approach (CLA) offer an alternative ecological-dynamics rationale for supporting pupils’ integral development, including motor competence, adaptable movement capability, and dispositions for lifelong physical activity and physical literacy. However, existing review work has not sufficiently explained why principled NLP/CLA designs remain unevenly enacted across ordinary school PE systems. We conducted a theory-informed interpretive synthesis drawing on critical interpretive synthesis and thematic synthesis. A structured English-language search of ERIC, SPORTDiscus, Scopus, and Google Scholar (2010–2025) was combined with title-and-abstract screening, full-text assessment, backward and forward citation chaining, and purposive retention of foundational or Singapore-context records, and reporting was strengthened through PRISMA-like transparency aids adapted to interpretive synthesis. The final coded corpus comprised 36 included sources: 9 empirical studies, 3 reviews, 9 conceptual or practitioner texts, 6 theoretical or critical sources, 4 review-method papers, and 5 Singapore policy, context, or professional-learning documents used as an illustrative policy lens. Through iterative coding, descriptive theme development, and analytical integration, we identified six coherence domains shaping enactment: teacher beliefs and knowledge; curriculum and lesson structure; assessment and accountability; systemic and resource constraints; professional development ecosystems; and stakeholder and cultural factors. These domains informed a Systemic Coherence Framework spanning micro, meso, and macro levels. The synthesis suggests that assessment coherence may be a high-leverage condition because it links curriculum legitimacy, reporting, and teacher defensibility, but its comparative influence across domains remains a hypothesis for future empirical testing. The framework is offered as an analytic heuristic rather than a prescriptive model and is intended to help researchers, teacher educators, school leaders, and policy actors diagnose where curriculum intent, assessment language, professional learning, and organisational routines support or inhibit ecologically informed practice.

Sport participation is essential for promoting physical health and psychological well-being among individuals with disabilities. A major challenge in para-sport coaching is the wide variability in disability types and severity, which necessitates customised instructional approaches. Using table tennis as a case, this study examined the design and implementation of tailored coaching strategies for individuals with physical disabilities. Four novice participants (two standing and two wheelchair users) completed eight one-to-one training sessions guided by the constraint-led approach, in which individualised plans were created to support skill acquisition through constraints manipulation. Functional reach, table tennis skills, and psychological well-being were assessed through double pre-tests, a post-test, and a retention test four weeks later. Reliable change index (RCI) was calculated and interpreted at 90% confidence threshold. After the intervention, all participants demonstrated some statistically reliable improvements in table tennis skills (forehand/backhand drives) either at post-test, retention test or both. They also reported high satisfaction with the programme and expressed strong motivation to continue playing table tennis. No statistically reliable changes were observed for functional reach or well-being measures. These findings indicate that novice players with diverse physical disabilities may reasonably benefit from carefully adapted one-to-one coaching. Such approach shows some promise for promoting active lifestyles among individuals with disabilities.