Classroom‐Integrated Kettlebell Training: Effects on Motor Performance, Attention, and Health in Primary School Children

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