This article presents a case study concerning biographical learning as health promotion among 16-18-year-old school girls in a Danish upper-secondary school. The case study shows a conflict in the students' perception of the learning in traditional physical education (PE) compared to a four-week pilot project employing dialogue groups as a didactic method in PE, which focused on the actual telling and listening to stories about sport and physical activity. The discussion of the results has its starting point in the concept of biographicity as the raw material of a learning process. By exploring the narrative structure of biographical learning, the article develops pedagogical considerations and discussions surrounding the case study, especially concerning biographical learning as an evident educational framework, in which the student has the opportunity to 'stop, think and tell' about what matters to him or her as a physical active person and a 'healthy citizen'.
