ArticleFrontiers in sports and active living2026
Instructor-reported support needs and neurodevelopmental disorder diagnoses among children in Japanese judo: a cross-sectional survey across all Japanese prefectures.
Article in Frontiers in sports and active living, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Community sport clubs serve as important participation environments for children with neurodevelopmental disorders (NDDs). Yet, nationwide data on their enrollment in specific sports remain scarce. This study estimated the proportions of participants identified by instructors as requiring additional support and instructor-known NDD diagnoses in judo clubs and programs. Methods: A cross-sectional survey covering all 47 Japanese prefectures was conducted in 2025. Instructors of 1,104 clubs and programs reported the total number of participants, the number requiring additional support, and instructor-known diagnoses of attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), specific learning disorder (SLD), and developmental coordination disorder (DCD). Proportions and 95% confidence intervals (Wilson score method) were estimated by age category. A Cochran-Armitage trend test was used to assess linear trends across ordered age groups. Results: Overall, 1,079 of 15,360 participants (7.02%, 95% CI 6.63-7.44) were identified as requiring additional support. Proportions generally decreased with advancing age category: preschool 12.13% (10.29-14.25), elementary school 7.24% (6.66-7.88), junior high school 7.59% (6.84-8.41), high school 5.21% (4.34-6.25), and university 0.79% (0.38-1.62) (Cochran-Armitage trend test: Z = -8.64, Conclusions: Participants requiring additional support are present in Japanese judo clubs and programs across prefectures. Crucially, diagnosis-independent, and age- and setting-sensitive accommodation in community sport is important. Finally, the 7.02% figure should be interpreted as a context-specific indicator of the support demand instructors perceive rather than as a clinical prevalence estimate.
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