Implementation Strategies for Promoting Physical Activity in Under-Resourced South African Schools: A Scoping Review

Background/Objectives: Learners in under-resourced South African schools face substantial barriers to physical activity. Schools provide a feasible platform for PA promotion in disadvantaged communities where alternative recreational opportunities are scarce. This scoping review synthesised implementation strategies, barriers, facilitators, and evidence gaps regarding school-based PA promotion in under-resourced South African schools. Methods: Guided by Joanna Briggs Institute methodology, this review is reported following PRISMA-ScR and PRISMA-S guidelines. PubMed, Scopus, Web of Science, EBSCOhost (SPORTDiscus, ERIC, CINAHL, and Academic Search Complete), and Google Scholar were searched for peer-reviewed studies published between January 2010 and June 2026. Eligible studies examined structured PA interventions in government-funded primary and secondary schools in under-resourced settings. Data were extracted using a standardised form, synthesised descriptively, and appraised using the appropriate Joanna Briggs Institute critical appraisal checklists. Results: Forty-one studies met the inclusion criteria. Most interventions were curriculum-integrated and delivered during school hours through Physical Education, Life Orientation, classroom activity breaks, or multicomponent programmes. Common barriers included inadequate infrastructure, limited teacher capacity, competing academic demands, constrained instructional time, and implementation fidelity challenges. Key facilitators included curriculum alignment, teacher training and support, learner engagement, provision of low-cost resources, and culturally appropriate programme delivery. Conclusions: This review mapped school-based physical activity implementation strategies in under-resourced South African schools. Curriculum integration, educator support, stakeholder engagement, and low-cost, contextually appropriate approaches were commonly associated with successful programme implementation, whereas resource constraints and limited implementation capacity remained persistent barriers. Future research should strengthen the evidence base by evaluating interventions in secondary schools and examining implementation fidelity and long-term sustainability.