Beyond the Desk: Effects of the BALA+ Classroom-Based Intervention on Primary School Children

This study examined the effects of the BALA+ intervention, using a non-randomized, quasi-experimental controlled design with repeated measures on physical, motivational, and psychological outcomes among 100 fifth-grade students assessed at three time points: pre-test, post-test, and retention. The intervention (January–April 2023) integrated movement into the curriculum through active breaks, physically active learning, and manipulative activities, and was structure to provide daily opportunities for movement integration aligned with a 60 min of moderate-to-vigorous physical activity target; however, student’s actual activity intensity and accumulated duration were not objectively monitored. Participants aged 9–11 years were recruited from two state-subsidized schools and voluntarily participated in the study. Group assignment was established at the school level, without individual randomization. The control group followed a traditional teacher-centered methodology. Repeated-measures ANOVA analyses revealed significant improvements in the experimental group for physical fitness (η2p = 0.046) and motor competence (η2p = 0.081), with effects maintained at retention. Furthermore, the intervention showed a protective effect, preventing an increase in classroom boredom (η2p = 0.058) compared to the control group. However, no significant group differences emerged for physical literacy, self-reported physical activity, enjoyment, or motivation. Overall, the findings suggest that the BALA+ program improved physical fitness and motor competence and may have contributed to preventing an increase in classroom boredom, while no significant intervention effects were observed for physical literacy, self-reported physical activity, enjoyment, or motivation.