Background: In recent years there has been an increasing amount of research focusing on health in physical education (PE). Much of this research includes discussions on different approaches to health and these have different understandings on how health should be valued in PE. There is less research focusing on how to teach health, but there are reasons to believe that different approaches of health will produce different approaches to teaching. Purpose and research design: The aim of this paper is to review the literature in order to investigate how health is taught in PE. The literature search was based on three different databases, SportDiscuss, ERIC and ISI Web of Science. We found 1903 articles, but after the exclusion process we ended up with 30. The didactic triangle (Gundem 2011) is used as a theoretical framework in order to analyze the literature. Findings: The analyses show that in the biomedical and alternative perspectives on health there are clear differences between how health is presented to students, what students learn, and differences between teacher and students' roles in practice. The study finds that different perspectives on health emphasize different ways of teaching health in PE. Conclusion: In this review we have investigated the didactical implications of different approach to health in PE. By employing a didactical approach, we have been able to discern certain differences in how the biomedical and alternative approaches see the content of health in PE, as well as the roles of the teacher and the students respectively.