ABSTRACT

The benefits of regular physical activity are well documented, suggesting desirable outcomes for both physical and psychological health. Yet, despite all of the documented benefits associated with engagement in regular physical activity, young people still have difficulties in maintaining a sufficient level of physical activity and this often tracks into an inactive in adulthood. Scientific evidence suggests that adolescence is the stage of life where we observe the steepest decline in active behaviours, especially among girls (Duncan et al. 2007). During adolescence, physical education is frequently cited as an excellent opportunity to develop requisite skills and a desire to maintain an active lifestyle. Teachers, however, face considerable challenges in finding effective pedagogical interventions that will support their students to maintain an active lifestyle beyond school.