This paper explores teachers’ educational values and how they shape their judgements about physically active learning (PAL). Twentyone teachers from four primary schools in Norway participated in focus groups.

Children with intellectual disabilities (ID) are less likely to meet physical activity (PA) guidelines and have higher tendencies towards sedentary behaviors. Considering a large proportion of a child's day is spent at school, this setting provides a promising environment for increasing PA levels. Staff often significantly impact the success of PA within schools.