The aim of this study was to investigate the effect of audiovisual education method on the physical activity tendencies of 13-year-old secondary school students. A total of 66 healthy and voluntary male students who were aged 13 years in secondary school participated in this study. The participants were randomly divided into three groups: an educational group (EG; n: 22; height: 146.51[plus or minus]9.01 cm; weight: 37.73[plus or minus]12.20 kg), educational group with parents (EGP; n: 23; height: 146.97[plus or minus]7.19 cm; weight: 42.04[plus or minus]11.39 kg) and a control group (CG; n: 21; height: 141.53[plus or minus]8.27 cm; weight: 39.62[plus or minus]11.72 kg). EG and EGP completed their audiovisual education program in 2 days of the intervention week. Total energy expenditure (TEE), physical activity level (MET), STEP, physical activity duration, lying-down duration and sleep duration values were taken with SenseWear Armband in 6 consecutive days during 24 hours. These values of the study group were taken before (pre-test) and after (post-test) the intervention week. The variances between the groups were determined by one-way ANOVA, and multiple comparisons were used to determine possible differences. The level of significance was used at 0.05. After the audiovisual education programs, a significant increase were observed in the TEE, STEP and MET values of the groups. According to the CG, the TEE and MET values were significantly higher in favor of EGP, and in STEP was also significantly higher in favor of EG and EGP. The audiovisual education programs may contribute to increase physical activity levels by affecting the children's intrinsic motivations. Also, the family played an effective role in physical activity trends, and therefore, increased the inner motivation of the child, and caused the negative behaviors to be positively changed.