Regular physical activity (PA) contributes to lifelong health and well-being. Adolescents in the Netherlands do not engage in sufficient PA, leading to serious health risks. The purpose of this study is to inform PA-enhancing strategies. This paper offers a unique method for analysing students’ perspectives about opportunities for PA in their school environments. The research method combines two approaches: a Health Promoting Schools (HPS) approach, which supports children’s development by using the school setting to promote PA, and a salutogenic approach, which engages all students in dialogue and reflection to identify factors or ‘assets’ that enhance their PA. Ninety-three students aged 12–14 from four secondary pre-vocational education schools participated in two group sessions in which the structured interview matrix and photovoice methods were employed. In these sessions, the students interacted with each other about four asset categories: talents, passions, the social environment and the physical environment. Thematic analyses of their dialogues led to three main insights: (a) students must perceive the activities as meaningful, appealing, contextually possible and manageable; (b) they use a wide variety of reasoning processes when deciding whether to engage in PA; and (c) it is valuable to invite students to share their individual perspectives on assets related to PA. All these aspects connect to the goals of both HPS and salutogenesis. We conclude that shifting the focus towards developing school-based interventions that build on student perspectives and active participation provides students with realistic opportunities for shaping PA and motivates them to be more physically active.

定期进行体育锻炼（PA）有助于终身健康和福祉。荷兰的青少年没有充分摄取PA，导致严重的健康风险。本研究的目的是为PA增强策略提供信息。本文提供了一种独特的方法来分析学生对他们在学校环境中获得PA机会的看法。该研究方法结合了两种方法：一种健康促进学校（HPS）方法，通过使用学校环境来促进PA来支持儿童的发展；一种有益健康的方法，该方法使所有学生进行对话和反思，以找出影响孩子成长的因素或“资产”。增强他们的PA。来自四所中等职前教育学校的九十三名年龄在12-14岁之间的学生参加了两个小组会议，其中采用了结构化面试矩阵和光声法。在这些课程中，学生们围绕以下四个资产类别进行了互动：才华，热情，社会环境和自然环境。对话的主题分析产生了三个主要的见解：（a）学生必须将这些活动视为有意义，具有吸引力，因地制宜和可管理的活动；（b）他们在决定是否参与PA时会使用各种各样的推理程序；（c）邀请学生分享他们对与PA相关的资产的个人观点非常有价值。所有这些方面都与HPS和salutogenesis的目标相关。