Abstract
The article addresses the unique modalities of appropriating educational prescriptions regarding teaching in the process of incorporating new physical practices into physical education and sports (PES).This study is part of a research program conducted within the framework of cultural anthropology (Chaliès and Bertone, 2017; 2021), aimed at understanding the challenges of transforming teaching practices when educators face new institutional directives.Data collection, based on a case study, was carried out through « instruction to the double » interviews (Scheller, 2001), enabling access to experiences deemed « significant » by actors who introduced yoga into their teaching practices.The main findings of the article highlight the gaps between « prescription » and « appropriation » in the process of integrating yoga into schools. This process appears to involve tensions expressed through the selective appropriation of yoga in PES and the creation of intermediary spaces of practice that facilitated this appropriation.