The purpose of this study is to observe how beginner teachers and teachers with recognized seniority in the profession teach physical education and sports (PES), in order to gather evidence of their didactic skills. Since the observation of the teacher's verbal and non-verbal behaviour in interaction with his or her pupils is a privileged means of gathering factual information on teaching practices, Chevallard's theory of the anthropology of didactics (1998) was used. It allowed us to get an idea of the didactic competence of the different teachers. To collect the data we used the methodology developed by Clot (1999) on the analysis of teaching practices. The results obtained show that the beginning teachers experience the paradox in PES at the end of their initial training. The competence attributed to them stems from the inconsistency between the institutional certification (diploma) they received and the many difficulties they experience in the field despite their initial training, which is supposed to enable them to possess the necessary skills to intervene in PES. As for the experienced teachers, they have a repertoire of contents that they teach every year. This thesis is supported by Thuriet (1996) who points out that for some teachers, teaching is only routine. In reality, teaching should not be a routine because when the programme is done once, it must evolve later.