Physical education has been compulsory in France since 1880. Between 1936 and 1950, expansion intensified and extensive changes were made to course content. This article assesses the ramifications of these choices through an in-depth study of four variables that defined its instruction. Even if priority was given to generalisation and equal access to knowledge, research revealed an upsurge in the fight against real or presumed student vulnerability. At the time, a strong consensus emerged with the commitment to fight frailty. This was all the more the case for young girls as they belonged to a specific group with respect to their physical make-up. The school system stressed the relevance of instruction adapted to girls even if emphasis was placed on the cultural aspect of sport content. The pedagogical programmes put into effect for youths based on these guidelines confirmed this trend. This situation raised concerns as to the role of the school system in the development of social stereotypes through a discipline that would become the focus of the French education system.

自1880年以来，法国一直实行体育教育。在1936年至1950年之间，体育教育的发展迅速扩大，课程内容发生了广泛变化。本文通过深入研究定义其指令的四个变量来评估这些选择的后果。即使优先考虑普遍性和平等获得知识的机会，研究也显示出在对抗实际或假定的学生脆弱性方面的热潮。当时，人们在对抗衰弱的承诺上达成了强有力的共识。对于年轻女孩而言，情况尤其如此，因为他们在身体构成上属于特定群体。即使重视运动内容的文化方面，学校系统也强调了适合女孩的教学的相关性。根据这些指导方针对青年实施的教育方案证实了这一趋势。这种情况引起了人们对于学校系统在通过成为法国教育系统重点的一门学科发展社会定型观念中的作用的关注。