Linked with curriculum issues and debates, the beginning of research in PE didactique in France in the early 80 gave place to arguments about what kind of contribution could this research may afford to the field of sport pedagogy. The controversies encompassed the definition of what are the dimensions of PE that should be clearly part of the curriculum? Should they put forward cultural dimensions (i.e. sports activities and practices as referenced knowledge) vs developmental dimensions (i.e. psychological and biological as overall aims)? What are the links between these dimensions in terms of educational purposes (bildung)? Addressing the idea that teaching and learning is inextricably embedded in both domain-specific and educational ends in view, PE didactics opened a new era of discussion within the French PE research community as well as new connection with the broader international Sport Pedagogy network. The paper will highlight through excerpts of studies in PE classroom how these issues and debates are still critical against the background of the anthropological and social-cultural framework of comparative didactics. Reference: Amade-Escot, C. & O’Sullivan, M. (Eds.) (2007). Co-construction of PE content: Contemporary research approaches. Physical Education and Sport Pedagogy [Special Issue], 12(3).