In order to motivate youth to adopt an active lifestyle, new pedagogical approaches are needed. In that perspective, an innovative way has been proposed within the scope of an Erasmus+ program: the ObLoMoV (Obesity and Low Motility Victims) project (see https://www.oblomovproject.eu/). Its originality lays on the combination of two components (Vitale & Pasetti, 2018): High Intensity Intermittent Training (HIIT) and dramatization (use of open scenarios). For physical education (PE) teachers, theatrical techniques are not necessarily easy to use. In the present study, the aim is to determine how teachers did manage the integration of unusual pedagogical principles. Five PE teachers working in primary schools in the area of Liege (Belgium) were recruited on a voluntary basis. They attended to a training session aiming to teach them how to implement a 10 lessons unit respecting the guidelines of the Oblomov methodology and, particularly, the way to build an imaginary world in which the pupils could immerge themselves. The teachers answered to questionnaires and interviews while two of the co-authors conducted an informal observation of their behavior during the activity. During the unit, after each lesson, teachers sent audio reports summarizing what happened. A content analysis has been processed. Regarding PE teachers, 14 pre-post training’s questionnaires,10 pre-post cycle’s questionnaires and 58 voices reports have been collected and analyzed. Preliminary results about the training showed that the dramatization was the least appreciated aspect that they experienced and expressed reserved opinions about the pupils' interest on the imaged context. However, progressively, their comments became more positive. At the end of the unit, 4/5 were convinced about the positive impact of the open scenarios on pupils' motivation. Further analyses will help to better understand why the opinion of teachers has changed. ; ObLoMoV: Obesity and Low Motility Victims – “physical short shocks” and “theatre short stories” to ...