Author(s): METSCHIES, A., DÖRINGER, F., PFEIFFER, M., Institution: JOHANNES GUTENBERG UNIVERSITY MAINZ, INSTITUTE OF SPORT SCIENCE, Country: GERMANY, Abstract-ID: 2229

INTRODUCTION:
The implementation of all-day primary schools provides new opportunities to integrate sport-oriented activities into the school day and support holistic child development (Ferrari et al., 2025). As children spend most of their day at school, these settings are key to promoting physical activity. However, sustained participation requires activities matching children’s interests and abilities, yet access to diverse movement experiences remains unequally distributed.
METHODS:
MeinSport was developed as a school-based sampling program enabling children to explore different sports according to their interests, abilities, and motivation. During 2022/23, 147 children (M = 9.46, SD = .58; 38.8% girls) from nine German all-day primary schools participated in twice-weekly guided sessions and completed validated questionnaires on motivation, physical self-concept, and interest (Dreiskämper et al., 2015). The present study follows a sequential explanatory mix-methods design, in which follow-up data from 58 children (M = 12.17, SD = .65; 41% girls) in 2024/25 were reassessed using questionnaires and semi-structured interviews with children and parents on sport participation since the program (e.g., frequency, trial sessions, club membership, performance level). Based on these follow-up data, participation types were derived describing (1) the experience and development of sport participation since the program, and (2) subsequently tested for variance in relation to the three baselines attributes.
RESULTS:
Results show that (1) after two years, the program was evaluated favorably (M = 8.5, SD = 1.39 on a 10-point scale), and both groups described an activating experience – “He already knew about football before, but MeinSport gave him the impulse to sign up for a trial session” (I19, P). Following the program, 45% of children attended a trial club session, and 73% became members. Findings further indicate that (2) distinct participation types were associated with the three psychological baseline attributes, providing a favorable basis for continued sport involvement.
CONCLUSION:
Integrating diverse sport-oriented experiences into all-day primary schools appears promising in fostering positive movement experiences and long-term participation. Guided programs can broaden opportunities and address the diverse interests of children, thereby promoting equal access to active lifestyles and supporting overall child development.

Dreiskämper, D., Tietjens, M., Honemann, S., Naul, R., & Freund, P. A. (2015). PSK-Kinder – Ein Fragebogen zur Erfassung des physischen Selbstkonzepts von Kindern im Grundschulalter. Zeitschrift Für Sportpsychologie, 22(3), 97–111. https://doi.org/10.1026/1612-5010/a000141
Ferrari, I., Bretz, K., Kress, J., Niederberger, L., & Schuler Braunschweig, P. (2025). Sports activities in extended education – their leading role for educational development. Frontiers in education, 10:1536664. https://doi.org/10.3389/feduc.2025.1536664