The purpose of this study was to determine the effects of educational video content in the final part of the PE lesson, on improving knowledge about the cross-curricular topic of Health and on improving the perception of PE usefulness and satisfaction. Participants were 6th, 7th and 8th grade pupils of the Ivo Andrić elementary school in Zagreb. The total sample consisted of 160 pupils, with an average age of 13.75 years, of which 93 were female. By random selection, they were divided into four experimental (n=111) and two control classes (n=49). During the course of 6 weeks, the experimental group conducted 3–5-minute educational video content as part of each final part of the PE lesson, while the control group participated in the standard PE lesson, only conducting physical exercises in the final part of the lesson. At the beginning and at the end of the research, both groups completed a theoretical written knowledge test on the cross-curricular topic of Health and a questionnaire to assess attitudes towards the PE classes. Also, after each watched video, the students of the experimental group solved a short theoretical knowledge test with questions related to the topic of that day. A one-way ANCOVA was performed to determine the effect of the experimental program on post-intervention scores with the inclusion of results of the initial measurement as covariate. After the experiment, statistically significant differences were observed between the results of the experimental and control groups of students for the Theoretical knowledge (9.90±0.29 vs. 8.33±0.43, F(1, 159) = 8.998, p = 0.003) and Perception of PE usefulness (2.93±0.06 vs 2.69±0.09, F(1, 163) = 4.434, p = 0.037), while no statistically significant differences were observed for Enjoyment in PE classes (2.95±0, 09 vs. 3.02±0.06, p = 0.553). The above results indicate that the mentioned intervention had a positive effect on students' knowledge and their perception of PE usefulness, while the intervention did not impair their enjoyment in PE classes. The results indicate that the mentioned intervention had a positive effect on the students' knowledge and their perception of the PE usefulness, while the intervention did not impair their enjoyment of PE classes. The above indicates that educational video content that connects physical activity and theoretical knowledge about health literacy can be integrated into the daily PE classes without fear of a negative impact on students.