Abstract
Over the last thirty years physical education has gone through major institutional changes. Teachers of this subject have been involved in the changing process in different ways by developing various professional strategies. This article focuse on typology emerging from the patterns of involvement physical education teachers favour inside or outside the school system. The analysis of the information collected from both interviews and questionnaires shows the way physical education teachers tend to build up a coherent environment. They justify and rationalize their professional choices by referring to values, perceptions of the profession and pupils and changes in the discipline. The typology accounts for their taking different lines of action. Professional identity among physical education teachers can thus be seen in its multi-faceted and composite character.