This work lies on the analysis that the introduction of new programs only slightly affects teachers' practices. Four resisting factors have been identified by the literature: the conception logic of official documents, the way they are introduced to teachers, the structure of the text and finally, the educative conceptions from which teachers define their own practices. In order to deal with this issue of change, it was key to start upstream from teachers' practices, where lies the system ofvalues mobilized by the teacher to carry out his task. We will express the hypothesis according to which it is possible, under the particular frame of physical education (PE), to affect teachers' system of values in presenting the range of the notion of pupils' personal-development in a teaching curriculum during their PE lessons. In order to characterize the systems of values and measure the changes induced by the introduction of the curriculum, we use the values-orientation (VO) model.The obtained results partly confirm this hypothesis as a modification of the systems of values is noticed. This experience concurs with the effect of the elements picked up in the literature to conceive the curriculum and the existence of a link between the evolution of the VO profile and its original structure. However, two major contradictions raise questions on the relevance of a strictly quantitative approach. The teachers' original profiles are composed of incompatible VOs amongthemselves and the evolution of the different VOs during the experience disagrees with those coined by the literature
