Résumé
Despite normatives restrictions which hang over him the teacher presents physical activities in his own way in addition to their didactical and pedagogical implementations. The analysis of the programmes shows the existence of differents educational logics which are not directly dependant on the context or the activity itself. In order to have access to the subjacent educational strategies not only should the choice of activities be taken into account separately but also different configurations highlighting the specific meaning of knowledge in Physical Education.