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Children’s sedentary time has increased, while daily physical activity and motor performance have decreased. We evaluated an integrated school-based exercise program by assessing changes in motor skills after one year and comparing these changes to children who did not participate. We included 303 children from five schools in this longitudinal study and assigned them either to the exercise group (EG; n = 183 with daily exercise program) or the waiting group (WG; n = 120). Motor skills were assessed at baseline and after one year. Mixed modeling was used to analyze inter-group differences of change in motor skills and to determine the effect of sex, age group, and weight status. EG improved more strongly than WG for sprint, side jumps (both p = 0.017), stand and reach (p = 0.012), and ergometry (p ≤ 0.001) when compared to WG. Girls improved more strongly in the sit-ups than boys, second graders more than fifth graders in the backwards balance and the ergometry, and non-overweight children more in the standing long jump than overweight children. The exercise program is effective in increasing motor skills and physical fitness. Girls were not disadvantaged, and overweight children profited as much as their non-overweight peers in all categories but one.

Purpose Children’s sedentary time has increased in recent years, especially during school, while daily physical activity has decreased. The lack of physical activity can contribute to a deterioration in motor performance, which is key to a healthy development. We implemented a comprehensive exercise program in the school setting. Our study aimed to evaluate this program by assessing changes in motor skills after one year and to compare these changes to children who did not participate. Methods A total of 357 children from 5 schools were included in this observational longitudinal cohort study. Motor skills were assessed using the German Motor Test 6–18. Children were either assigned to the exercise group (EG) or waiting group (WG). The EG participated in the physical activity program for one year. Of those, a total of 303 children (EG n = 183; WG n = 120) completed motor tests at baseline and follow-up one year later, and comprise the study population. Linear mixed modeling was used to calculate corrected means and analyze for inter-group differences of change in motor skills after one year between the groups, and to determine the effect of sex, age group and weight category on the change in motor skills. Results After one year of additional physical activity, the EG improved significantly more strongly in 6 out of 8 motor skill tests than the WG. After the adjustment for sex, age, and BMI the improvement is still significantly stronger in the EG in 4 of 8 motor skill tests (sprint, side jumps, both p = 0.017; stand and reach, p = 0.012; ergometry, p = < 0.001), when compared to the WG. Girls improved more strongly in the sit-ups than boys, 2nd graders more than 5th graders in the backwards balance and the ergometry, non-overweight pupils more in the standing long jump than overweight children. Conclusions Participating in the exercise program for one year positively influenced motor skill development in schoolchildren. Our data suggest that girls were not disadvantaged, and even improved more than boys in the sit-ups, and that overweight pupils profited as much as their non-overweight peers in all categories but one. The exercise program, simple and easily implemented into the school routine, is effective in increasing motor skills and physical fitness.

Purpose: Children’s sedentary time has increased in recent years, especially during school, while daily physical activity has decreased. The lack of physical activity can contribute to a deterioration in motor performance, which is key to a healthy development. We implemented a comprehensive exercise program in the school setting. Our study aimed to evaluate this program by assessing changes in motor skills after one year and to compare these changes to children who did not participate.Methods: A total of 357 children from 5 schools were included in this observational longitudinal cohort study. Motor skills were assessed using the German Motor Test 6-18. Children were either assigned to the exercise group (EG) or waiting group (WG). The EG participated in the physical activity program for one year. Of those, a total of 303 children (EG n=183; WG n=120) completed motor tests at baseline and follow-up one year later, and comprise the study population. Linear mixed modeling was used to calculate corrected means and analyze for inter-group differences of change in motor skills after one year between the groups, and to determine the effect of sex, age group and weight category on the change in motor skills. Results: After one year of additional physical activity, the EG improved significantly more strongly in 6 out of 8 motor skill tests than the WG. After the adjustment for sex, age, and BMI the improvement is still significantly stronger in the EG in 4 of 8 motor skill tests (sprint, side jumps, both p=0.017; stand and reach, p=0.012; ergometry, p=<0.001), when compared to the WG. Girls improved more strongly in the sit-ups than boys, 2nd graders more than 5th graders in the backwards balance and the ergometry, non-overweight pupils more in the standing long jump than overweight children. Conclusions: Participating in the exercise program for one year positively influenced motor skill development in schoolchildren. Our data suggest that girls were not disadvantaged, and even improved more than boys in the sit-ups, and that overweight pupils profited as much as their non-overweight peers in all categories but one. The exercise program, simple and easily implemented into the school routine, is effective in increasing motor skills and physical fitness.