摘要：This study was designed as a cluster-randomised quasi-experiment to assess the effect of the implementation of school-based kinesiological intervention, through which some schools in Slovenia offer an enhanced physical education curriculum, on children's physical fitness in the first four years of schooling. A total of 328 children from nine Slovenian primary schools were assigned to kinesiological intervention (n=157) and control groups (n=171). Data from the SLOFIT database was used to compare the differences in physical fitness of children. The Linear Mixed Model was used to test the influence of kinesiological intervention. The kinesiological intervention group achieved better results than the control group in all motor variables, especially in the motor tasks of polygon backwards, sit-ups for 30 seconds, and 600-metre run. This is particularly important because the muscular endurance and running speed of children of that age have been falling in recent decades. The results point to a better quality of sessions in kinesiological intervention consisting of a wider range of motor skills, a suitable organisation of work and greater amounts of exercise.
关键词：intervention; physical development; primary school
