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
Autor: | Emma L. J. Eyre; Cain C. T. Clark; Jason Tallis; Danielle Hodson; Sean Lowton-Smith; Charlotte Nelson; Mark Noon; Michael J. Duncan |
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Sprache: | Englisch |
Veröffentlicht: |
2020 |
Quelle: | Directory of Open Access Journals: DOAJ Articles |
Online Zugang: |
https://www.mdpi.com/1660-4601/17/10/3391 https://doaj.org/toc/1661-7827 https://doaj.org/toc/1660-4601 doi:10.3390/ijerph17103391 1660-4601 1661-7827 https://doaj.org/article/6b24ae64748d42b4b505202da378dd53 https://doi.org/10.3390/ijerph17103391 https://doaj.org/article/6b24ae64748d42b4b505202da378dd53 |
Erfassungsnummer: | ftdoajarticles:oai:doaj.org/article:6b24ae64748d42b4b505202da378dd53 |
Zusammenfassung
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.