Classroom-Integrated Kettlebell Training: Effects on Motor Performance, Attention, and Health in Primary School Children
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| Title: | Classroom-Integrated Kettlebell Training: Effects on Motor Performance, Attention, and Health in Primary School Children |
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| Language: | English |
| Authors: | Nicole Braun (ORCID |
| Source: | Journal of School Health. 2026 96(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Physical Education, Physical Fitness, Grade 2, Elementary School Students, Psychomotor Skills, Attention, Health, Training, Program Effectiveness, Equipment, Foreign Countries |
| Geographic Terms: | Switzerland |
| DOI: | 10.1111/josh.70136 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Declining physical fitness and rising obesity in children call for effective interventions. Integrating kettlebell training into the classroom may provide a practical way to overcome existing barriers. This study examined its feasibility and effectiveness on second graders' motor performance, attention, and health. Methods: Three classes (pre n = 61; post n = 47) performed daily 15-min kettlebell training for 7 weeks, while two classes (pre n = 33; post n = 31) served as controls. Pre/post assessments included mid-thigh pull, grip strength, countermovement jump, sprint, shuttle run, eye-hand coordination, side hop test, Flanker task, body composition, and blood pressure. Linear mixed models analyzed group differences, reporting Cohen's d and 95% confidence intervals (CIs). Results: Small effects were observed in sprint (p = 0.01, d = 0.46, 95% CI [0.20-0.73], Δ = +3.6% [1.5-5.6]) and mid-thigh pull (p = 0.14, d = 0.28 [-0.08 to 0.64], Δ = +5.5% [-1.7 to 12.6]). Implications for School Health Policy, Practice, and Equity: Fun, safe, and regular sessions with simple routines and age-appropriate exercises are required. Conclusion: This classroom-integrated program is feasible and effective, particularly for enhancing lower-body strength and promoting movement during the school day. Trial Registration: NCT06910085. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501278 |
| Database: | ERIC |
| Abstract: | Background: Declining physical fitness and rising obesity in children call for effective interventions. Integrating kettlebell training into the classroom may provide a practical way to overcome existing barriers. This study examined its feasibility and effectiveness on second graders' motor performance, attention, and health. Methods: Three classes (pre n = 61; post n = 47) performed daily 15-min kettlebell training for 7 weeks, while two classes (pre n = 33; post n = 31) served as controls. Pre/post assessments included mid-thigh pull, grip strength, countermovement jump, sprint, shuttle run, eye-hand coordination, side hop test, Flanker task, body composition, and blood pressure. Linear mixed models analyzed group differences, reporting Cohen's d and 95% confidence intervals (CIs). Results: Small effects were observed in sprint (p = 0.01, d = 0.46, 95% CI [0.20-0.73], Δ = +3.6% [1.5-5.6]) and mid-thigh pull (p = 0.14, d = 0.28 [-0.08 to 0.64], Δ = +5.5% [-1.7 to 12.6]). Implications for School Health Policy, Practice, and Equity: Fun, safe, and regular sessions with simple routines and age-appropriate exercises are required. Conclusion: This classroom-integrated program is feasible and effective, particularly for enhancing lower-body strength and promoting movement during the school day. Trial Registration: NCT06910085. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70136 |
