Two-week trampoline intervention improves anxiety and motor performance in children with autism spectrum disorder: A randomized controlled feasibility study

Bin Luo; Sawitri Wanpen; Wichai Eungpinichpong; Kurusart Konharn; Aree Rattanathongkom

doi:10.31893/multiscience.2026213

Keywords:

trampoline exercise

ASD

anxiety

height-for-weight percentage

lower explosive power

balance

Abstract

Autism Spectrum Disorder (ASD) often leads to anxiety and social and motor issues. There is a research gap in comprehensive ASD interventions. This study used a randomized controlled trial to explore the effects of a two-week trampoline exercise on children with ASD aged 9 - 12. 12 children were divided into an intervention and a control group. The intervention group did trampoline training 3 times a week for 30 minutes. Results showed that the heart rate variability HRV in the intervention group dropped significantly (p = 0.0009), indicating anxiety relief. One-leg standing with eyes closed (OLS) improved (p <0.05), and the standing long-jump (SLJ) extended significantly (p = 0.02), showing better lower limb power and balance. There were no significant changes in body mass index(BMI). Trampoline exercise seems to be an effective non-pharmacological intervention for children with ASD, improving mental health and motor skills. However, long-term effects are unknown, given the small sample size and short intervention. More long-term studies are needed to explore its impact on social and cognitive functions.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Luo, B., Wanpen, S., Eungpinichpong, W., Konharn, K., & Rattanathongkom, A. (2025). Two-week trampoline intervention improves anxiety and motor performance in children with autism spectrum disorder: A randomized controlled feasibility study. Multidisciplinary Science Journal, 8(3), 2026213. https://doi.org/10.31893/multiscience.2026213

[1] Atigh, A., Akbarfahimi, M., & Zarei, M. (2017). The effect of movement activities in synchronization with music on motor proficiency of children with autism. Journal of Advanced Medical Sciences and Applied Technologies, 3(2), 61. https://doi.org/10.18869/nrip.jamsat.3.2.61

[2] Cahapay, M. B. (2022). How Filipino parents home educate their children with autism during COVID-19 period. International Journal of Developmental Disabilities, 68(3), 395–398.

[3] Calderoni, S. (2023). Sex/gender differences in children with autism spectrum disorder: A brief overview on epidemiology, symptom profile, and neuroanatomy. Journal of Neuroscience Research, 101(5), 739–750.

[4] Chaidi, I., & Drigas, A. (2020). Parents' involvement in the education of their children with autism: Related research and its results. International Journal of Emerging Technologies in Learning, 15(14), 194–203.

[5] Chen, J. Q. (2012). Influencing factors and intervention study of anxiety symptoms in children [Master’s thesis, Suzhou University].

[6] Hariri, R., Nakhostin-Ansari, A., Mohammadi, F., Memari, A., Oskouie, I., & Haghparast, A. (2022). An overview of the available intervention strategies for postural balance control in individuals with autism spectrum disorder. Autism Research and Treatment, 2022, 1–9. https://doi.org/10.1155/2022/3639352

[7] Hildebrandt, M., Koch, S., & Fuchs, T. (2016). "We dance and find each other": Effects of dance/movement therapy on negative symptoms in autism spectrum disorder. Behavioral Sciences, 6(4), 24. https://doi.org/10.3390/bs6040024

[8] Kalb, L. G., Badillo-Goicoechea, E., Holingue, C., Riehm, K. E., Thrul, J., Stuart, E. A., ... & Fallin, D. (2021). Psychological distress among caregivers raising a child with autism spectrum disorder during the COVID-19 pandemic. Autism Research, 14(10), 2183–2188.

[9] Kasari, C., Paparella, T., Freeman, S., & Jahromi, L. B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76(1), 125.

[10] Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality–based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49–62.

[11] Kerns, C., Wood, J., Kendall, P., Renno, P., Crawford, E., Mercado, R., ... & Storch, E. (2016). The treatment of anxiety in autism spectrum disorder (TAASD) study: Rationale, design and methods. Journal of Child and Family Studies, 25(6), 1889–1902. https://doi.org/10.1007/s10826-016-0372-2

[12] Lord, C., Brugha, T. S., Charman, T., et al. (2020). Autism spectrum disorder.

[13] Lourenço, C., & Esteves, D. (2021). Inclusion strategies: A trampoline program for children with autism spectrum disorder.

[14] Naveed, S., Waqas, A., Amray, A., Memon, R., Javed, N., Tahir, M., ... & Rahman, A. (2019). Implementation and effectiveness of non-specialist mediated interventions for children with autism spectrum disorder: A systematic review and meta-analysis. PLOS ONE, 14(11), e0224362. https://doi.org/10.1371/journal.pone.0224362

[15] Neuhaus, E., Bernier, R. A., & Beauchaine, T. P. (2016). Children with autism show altered autonomic adaptation to novel and familiar social partners. Autism Research, 9(5), 579–591.

[16] Osório, J. M. A., Rodríguez-Herreros, B., Richetin, S., Junod, V., Romascano, D., Pittet, V., ... & Maillard, A. M. (2021). Sex differences in sensory processing in children with autism spectrum disorder. Autism Research, 14(11), 2412–2423.

[17] Park, G., Choi, S. H., Kim, C. H., Kim, M. Y., & Lee, S. (2023). Trampoline stiffness estimation by using robotic system for quantitative evaluation of jumping exercises. Sensors, 23(24), 9645.

[18] Patten, M. L. (2016). Understanding research methods: An overview of the essentials. Routledge.

[19] Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams & Wilkins.

[20] Portney, L. G., & Watkins, M. P. (2009). Foundations of clinical research: Applications to practice (Vol. 892, pp. 11–15). Pearson/Prentice Hall.

[21] Posch, M., Schranz, A., Lener, M., Tecklenburg, K., Burtscher, M., Ruedl, G., ... & Wlaschek, W. (2019). Effectiveness of a mini-trampoline training program on balance and functional mobility, gait performance, strength, fear of falling and bone mineral density in older women with osteopenia. Clinical Interventions in Aging, 14, 2281–2293.

[22] Qian, J., Mao, Y., Tang, X., Li, Z., Wen, C., & Zhang, S. (2020). A finite element model for estimation of contact dynamics during a jumping movement on a trampoline. Journal of Human Kinetics, 73, 59.

[23] Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8–38.

[24] Schöffl, I., Ehrlich, B., Rottermann, K., Weigelt, A., Dittrich, S., & Schöffl, V. (2021). Jumping into a healthier future: Trampolining for increasing physical activity in children. Sports Medicine - Open, 7, 1–7.

[25] Tay, Z. M., Lin, W. H., Kee, Y. H., & Kong, P. W. (2019). Trampoline versus resistance training in young adults: Effects on knee muscles strength and balance. Research Quarterly for Exercise and Sport, 90(4), 452–460.

[26] Unwin, L. M., Maybery, M. T., Murphy, A., Lilje, W., Bellesini, M., Hunt, A. M., ... & Whitehouse, A. J. (2016). A prospective ultrasound study of prenatal growth in infant siblings of children with autism. Autism Research, 9(2), 210–216.

[27] Vasa, R. A., Keefer, A., McDonald, R. G., Hunsche, M. C., & Kerns, C. M. (2020). A scoping review of anxiety in young children with autism spectrum disorder. Autism Research, 13(12), 2038–2057.

[28] Villalba, M. M., Eltz, G. D., Fujita, R. A., Panhan, A. C., Cardozo, A. C., & Gonçalves, M. (2023). Effects of six weeks of plyometric training on the ground vs on a mini-trampoline on strength, jump performance, and balance in male basketball players: Randomized clinical trial. Sport Sciences for Health, 19(3), 829–839.

[29] Wang, L., Jiang, X., Chen, P., Zheng, C., & Xu, J. (2024). Biomechanical characteristics of the lower limbs of athletes after anterior cruciate ligament reconstruction during bilateral vertical jumping. Chinese Journal of Tissue Engineering Research, 28(14), 2215.

[30] Wang, Y., Qian, G., Mao, S., & Zhang, S. (2025). The impact of physical exercise interventions on social, behavioral, and motor skills in children with autism: A systematic review and meta-analysis of randomized controlled trials. Frontiers in Pediatrics, 13. https://doi.org/10.3389/fped.2025.1475019

[31] Watkins, C. M., Gill, N. D., McGuigan, M. R., Maunder, E., Spence, A. J., Downes, P., ... & Storey, A. G. (2023). Kinetic analysis, potentiation, and fatigue during vertical and horizontal plyometric training: An in-depth investigation into session volume. International Journal of Sports Physiology and Performance, 19(2), 195–206.

[32] Witassek, C., Nitzsche, N., & Schulz, H. (2018). The effect of several weeks of training with mini-trampolines on jump performance, trunk strength and endurance performance. German Journal of Sports Medicine/Deutsche Zeitschrift für Sportmedizin, 69(2).

[33] Woo, C., Donnelly, J., Steinberg-Epstein, R., & Leon, M. (2015). Environmental enrichment as a therapy for autism: A clinical trial replication and extension. Behavioral Neuroscience, 129(4), 412–422. https://doi.org/10.1037/bne0000068

Abstract

References

How to cite