According to Kirk (2012) one of the possibilities to assure physical education’s (PE) future is to reform physical education teacher education (PETE) and “to develop teachers’ content knowledge alongside their pedagogical content knowledge” (ibidem). Mauss (1936) considers that techniques of the body possess a part of embodied knowledge, a sort of corporal experiences. If in teaching skills with students this fact is considered, it is not the fact in PETE. To teach PE requires to use of space, to give some verbal instruction, and adopt a proximal or distal position to deliver some feedback, somehow embodied knowledge. Some research show that using video to prepare to teach can offer a holistic approach of the classroom (Sherin, 2004), but in our knowledge, using video in PETE is under research. In most of the case, video is used to improve quality of feedback or to develop reflexivity. The aim of our contribution will be to present how an audiovisual device can permit to approach corporal experiences of teaching PE and to promote professional development. Our theoretical frame is the Course of Action (Theureau, 2003) in cognitive anthropology, based on the hypothesis of the situated action and cognition (Suchman, 1987; Hutchins, 1995) and also the enaction (Maturana & Varela, 1987).