Description: The questions of teaching and learning are always confronted with the command of the contents proposed by the teacher to the students. The choice of the contents, here studied in physical education is the concern of both : (i) the experts or specialists who, through the development of programs to be taught, determine essential orientations ; (ii) the teachers who determine the contents in their classrooms on a day-to-day basis. Work on didactical transposition (Léziart, 1996, 2003 ; Loquet, 2004) in the tradition of the theorical perspectives presented by Chevallard (1985) have shown the different variations of socially recognized knowledge to turn it into knowledge to be taught and taught knowledge. Methodology: We study the intermediary area between the programs and teaching on a day-to-day basis. This area is not very well-known because it is little studied by researchers. Yet, it is essential because it builds a bridge between concrete theory (the programs written in explicit terms) and theorized concrete (the taught contents that are formalized on a day-to-day basis). This area is probably the place where the transpositive mechanisms are the most subtle. The difficult bridging of reference social practicies and knowledge, and the general educational goals identifies the concrete school culture. The latter is here studied meticulously, through extracts of actual physical education classes. We work for that purpose on classroom episodes, whose didactical relevance we construct. Conclusions: It is between school programs and teaching on a day-to-day basis, that the school culture is determined and establishes its relations to reference social practices and educational values sought by the school. With this study is asked the question of the connection between maintining the social significance of the activities that are taught and the harmonious development of the students.