In Belgium, only 2% of children 6 to 9 year-old reach the international physical activity (PA) recommendations (Wijtzes et al., 2016). Such finding underlines the need of concrete actions aiming to tackle inactivity in preteens, particularly during physical education (PE) lessons. Several approaches are experimented worldwide. One of them proposes an original combinaison of physical activity and theatre: the ObLoMoV (Obesity and Low Motility Victims) project. It is developed within the scope of the Erasmus+ program (see https://www.oblomovproject.eu/).The aim of this paper was to examine the influence of that innovative pedagogical approach on self-reported PA, emotional intelligence, and food habits of elementary school children. Five PE teachers from the area of Liege (Belgium) proposed a 10 lessons unit to 176 pupils of 5thand 6thgrades (95 boys). Each lesson combined High Intensity Interval Training (HIIT), dramatization and health education (Remacle et al., 2018). Pupils fulfilled questionnaires before (T0) and after the intervention (T1), and after a six months follow-up period (T2) in order to collect data about their levels of PA (PAQ-C), emotional intelligence (TEIQue-ASF), and food habits (Adolescent food habits Checklist). An analysis of the teaching process was conducted during the unit (pupils’ lessons perceptions and punctual informal observation). Preliminary results exposed children’s positive reaction during the lessons both from pleasure and perceived energy expenditure perspectives. Comparisons T0-T1 revealed very few (non-significant) differences of the average scores for PA (3.075 Vs 3.25), emotional intelligence (144.15 Vs 143.7), and food habits (13.74 Vs 13.42). Differences at T2 are still under analysis but preliminary investigations on the questionnaires allows us to consider that the real impact of the unit on the pupils’ lifestyle is limited, underlining the need for multisectorial approaches for lifestyle modification. ; ObLoMoV: Obesity and Low Motility Victims – “physical short ...