This research aims to measure the impact of both teacher's pedagogy and family environment over the student physical life, in order to find some means of action in terms of health education, especially through the use of sports at school. The originality of this research lies in the apprehension of the domination of one given influence on another one, keeping in mind that the child is at the crossroad of many of them. The conceptual framework is based on the conative approach (what makes you act) and the construction of a conative curriculum in the field of health education as a system of reference of the analyses and interpretations. Starting from a defined observable phenomenon (the use of health education multidisciplinary projects, includind sports at school), which is a feature of the final steps of the curriculum, we prove that the influence of the teacher is limited when his students come from either non-athletic families or extremely athletic families. On the other hand, for young people coming from moderately athletic families, and depending on the current teacher's conative step, we note that his impact is directly quantifiable in terms of development of the physical life of the students. The development of the physical life is one of the numerous components of the health education that we have chosen during this research. This thesis invites the teacher to think, place, and propose some actions to implement in order to effectively reach families that are rather insensible to health education. It also gives the opportunity to examine some effective practices towards a moderately sporting audience.
