To assess whether an enrichment of the coordinative demands of physical education (PE) during the curricular time may more efficiently improve coordinative abilities than the traditional PE program. One hundred and fifty-two middle school students aged 11-12 years were randomly assigned either to an experimental (n=77) or to a traditional (n=75) PE program lasting 5 months. The experimental intervention was structured in different modules focused on co-ordination abilities. Pre- and post-intervention tests assessed students' fitness (1 mile run/walk, curl-up, flexed arm hang, trunk lift, sit and reach, 30 m run, standing long jump, basketball forward throw) and motor co-ordination abilities (four field tests of kinesthetic discrimination and response orientation ability). After the intervention period, both groups showed a significant increment in most fitness tests. However, only the experimental group showed a significant improvement or a significantly more pronounced improvement than the control group in coordinative performances. The results show that both experimental and traditional PE interventions lead to increase physical fitness levels, but only the experimental one also improves coordinative abilities. Thus, focusing on a multivariate PE approach linking co-ordination and fitness training seems to add quality to students' experiences without reducing their effectiveness in terms of physical fitness.