Implementing physically active learning in secondary schools from teachers’ perspectives: benefits, concerns, and conditions for success

Introduction Physically active learning (PAL) is rarely implemented in secondary schools despite its documented benefits. Teachers’ perceptions of their own professional competence are central to how pedagogical innovations are interpreted, adopted, and enacted in classroom practice. Therefore, this study explores secondary school teachers’ perceived competence and the factors influencing the implementation of PAL. Methods Following a professional development (PD) program and a six-week implementation phase, 13 secondary school teachers participated in guideline-based interviews. Data were analyzed using qualitative content analysis. Results Teachers predominantly implemented learning with movement, whereas learning through movement was seldom used due to time constraints, preparation demands, and concerns about managing open-ended learning phases. Teachers reported benefits such as activating all students, enhancing the image of school subjects, and strengthening relationships; they also expressed perceived concerns, including fear of rejection and loss of control. Successful PAL implementation depended on a trusting atmosphere, established routines, and clear commitment. Teachers’ accumulated experiences strongly shaped perceived suitability, attitude, and specific self-efficacy. Discussion The findings suggest a dynamic and interdependent relationship between professional competence and implementation, rather than a linear causal link. PD initiatives aiming to support PAL should therefore focus on strengthening teachers’ professional competence, including reflective beliefs about PAL and context-specific self-efficacy, to enable sustainable implementation within subject teaching.