Introduction: Improving children's physical activity is a major goal of global public health, and physical education in school settings should be valued as the most crucial task in modern society. While the Ministry of Education promulgated the Curriculum Guidelines of 12-Year Basic Education according to the spirit of holistic education, the current system often falls short in translating these principles into tangible action within physical education. Despite Waldorf education being hailed as a practical embodiment of holistic principles, there is a dearth of research on Waldorf physical activities and education in local academia. In order to address this gap, this study first reviews the theoretical underpinnings of holistic education and Waldorf education regarding body and physical education, then takes Waldorf education as practical cases to examine the link to holistic education. Methods: This case study used the qualitative paradigm as its primary method. Three Waldorf schools were selected as major cases/interviewees according to their varied attributes. The data were collected using in-depth interviews and document analyses. Results: Based on the data analysis, the physical activities at Waldorf schools could be categorized as games and physical courses, art and cultural activities, outdoor education, and after-school clubs. Among those course designs, principles such as diversity, regularity, completeness, and body-mind balance emerged, which correspond to the major principles in holistic education. Conclusion: The contents of physical education at Waldorf schools represents the purpose of holistic education, especially from the perspectives of wellness, funoriented teaching, non-competitiveness, the mind-body connection, and the physical development. [ABSTRACT FROM AUTHOR]