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The Effects of Combined Movement and Storytelling Intervention on Motor Skills in South Asian and White Children Aged 5–6 Years Living in the United Kingdom

Author

Listed:
  • Emma L. J. Eyre

    (Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CF4W + VG, UK)

  • Cain C. T. Clark

    (Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CF4W + VG, UK)

  • Jason Tallis

    (Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CF4W + VG, UK)

  • Danielle Hodson

    (School of Social and Health Sciences, Sport, Health and Physical Educatioon, Leeds Trinity University, Horsforth, Leeds LS18 5HD, UK)

  • Sean Lowton-Smith

    (School of Human Sciences, University of Derby, Derby DE22 1GB, UK)

  • Charlotte Nelson

    (Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CF4W + VG, UK)

  • Mark Noon

    (Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CF4W + VG, UK)

  • Michael J. Duncan

    (Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CF4W + VG, UK)

Abstract

Early motor development has an important role in promoting physical activity (PA) during childhood and across the lifespan. Children from South Asian backgrounds are less active and have poorer motor skills, thus identifying the need for early motor skill instruction. This study examines the effect of a movement and storytelling intervention on South Asian children’s motor skills. Following ethics approval and consent, 39 children (46% South Asian) participated in a 12-week movement and storytelling intervention. Pre and post, seven motor skills (run, jump, throw, catch, stationary dribble, roll, and kick) were assessed using Children’s Activity and Movement in Preschool Study protocol. At baseline, South Asian children had poorer performance of motor skills. Following the intervention, all children improved their motor skills, with a bigger improvement observed for South Asian children. Early intervention provided remedial benefits to delays in motor skills and narrowed the motor skills gap in ethnic groups.

Suggested Citation

  • Emma L. J. Eyre & Cain C. T. Clark & Jason Tallis & Danielle Hodson & Sean Lowton-Smith & Charlotte Nelson & Mark Noon & Michael J. Duncan, 2020. "The Effects of Combined Movement and Storytelling Intervention on Motor Skills in South Asian and White Children Aged 5–6 Years Living in the United Kingdom," IJERPH, MDPI, vol. 17(10), pages 1-17, May.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:10:p:3391-:d:357408
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    References listed on IDEAS

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    1. Ronald L. Wasserstein & Nicole A. Lazar, 2016. "The ASA's Statement on p -Values: Context, Process, and Purpose," The American Statistician, Taylor & Francis Journals, vol. 70(2), pages 129-133, May.
    2. Valentin Amrhein & Sander Greenland & Blake McShane, 2019. "Scientists rise up against statistical significance," Nature, Nature, vol. 567(7748), pages 305-307, March.
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    Cited by:

    1. Wesley O’Brien & Zeinab Khodaverdi & Lisa Bolger & Orla Murphy & Conor Philpott & Philip E. Kearney, 2023. "Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review," IJERPH, MDPI, vol. 20(4), pages 1-14, February.

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