This study examines effects of the technology-based physical activity intervention program on the attitudes of secondary school pupils towards physical activity. A total of 229 Grade 6 pupils participated in the study. The experimental group completed a 3-month intervention of a 3-5 min physical activity break during a random lesson every school day. A standardized questionnaire (51 items) was used to collect the data on a cognitive, affective and behavioral component of pupils’ attitudes before and after the intervention. The control group only filled in the survey without taking part in the physical activity program. A paired samples t-test was applied to identify the differences between the pre-test and post-test data. The One-way ANOVA was used to compare two indepenten samples, differences between the experimental and the control group. As a result, significant differences between the pre-test and post-test were found in overall attitudes of the experimental group in both boys (p = 0.025) and girls ((p = 0.039), and additionally, in the affective component in boys ((p = 0.009) and girls ((p = 0.002). Moreover, significant differences between the experimental and the control group were found in pupils’ overall attitudes (boys (p = 0.002; girls (p = 0.007), in the affective component in boys ((p < 0.001), and in the affective ((p = 0.003) and behavioral ((p = 0.024) component in girls. To conclude, such intervention programs may serve as a valuable tool to enhance pupils’ attitudes towards physical activity which may lead to their greater active participation in physical activity, and consequently, an improved overall health