A movement and story-telling intervention improves language and fundamental movement skills and is feasible for delivery by teachers in the first year of school

Background

Language development is a critical precursor to written language skills and subsequent access to the curriculum, while basic movement skills are a prerequisite to later engagement with activity and sport. However, there is lack of evidence about effective programmes that address both motor and language skills that are practical and manageable for educators in primary school.

Aims

This study tested the effectiveness and implementation feasibility of MAST (Movement and Story-Telling); a 12-week, whole-class combined movement and story-telling approach, when delivered by teachers in the first year of school.

Methods

Using a cluster-randomised control design, 214 four-to-five-year-old children were assessed across nine primary schools (5 receiving MAST, 4 control) at pre- and post-test for their language, fundamental movement skills and self-regulation (an ability that underlies both skills). Also, the five teachers implementing MAST were interviewed and observed delivering the programme.

Results

There was a significant effect of MAST on language (d = 0.2) and fundamental movement skills (d = 0.65), but not effect on self-regulation. Implementation fidelity was good with four out of five schools consistently delivering all key components of MAST. Thematic analysis of interviews identified barriers to implementation, as well as factors for success.

Conclusions

MAST proved feasible for delivery by teachers in primary schools, resulting in significant improvements to language and movement skills. Implications include the need to upskill early years educators and to educate school management on the importance of teaching movement and language skills to young children.