Physical education and sport (PSE), discipline of education, is based on the use of the physical motority. This particularity will confront the actors to emotionally charged situations. For our study, we look for the impact of gender and seniority of PSE teacher on the interpersonal distances observed during the PSE sessions. We have collaborated with 20 PSE teachers and 10 student trainees undergoing initial training in secondary schools. We made video recordings of PSE sessions, and 2 interviews with each registered teacher. Our results show that intervention strategies during the practical sessions are marked by regularity and typicality of use on the part of EPS teachers, the use of the same proxemic categorizations in the teaching practices. The teachers approach the student for the individual correction and they move away to observe the whole class. However, teachers remain vigilant for the safety of pupils and especially for girls.

Planning is an act of anticipation carried out by the teacher during the pre-active phase to prioritize the pedagogical and didactic teaching approaches. On the other hand, in the teaching field, the teaching-learning situation is also complex to be identified by simple planning. In this study, we seek to explain the influence of gender and the seniority of physical education and sports (PSE) teachers on representations of written lesson planning and its management in the field. We collaborated with 20 PSE teachers and 10 trainee students in initial training in secondary schools. We filmed practical sessions and we carried out two types of interviews with the participants and we analyzed the content of the written plans of the participants in our experiment. Our results show that the professional seniority and the gender of the PSE teacher do not modulate the representations that are made of the written planning of the lesson. However, in practice, the teacher's representations of written planning are not always consistent with their realization on the ground. The difference between teachers' representations of the PSE teacher's written planning and their teaching practices is dependent on the professional seniority and gender of the acting person. The actions of the actor are shaped by the aspects inherent in the learning situation, the actions of the teacher are therefore contextualized.

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