In Belgium, since 1969, sport is a competence under the control of public authorities defined according to the linguistic regime. As in most Western European countries, sport has been compartmentalised by giving rise to three main types of practice: "professional", "traditional" and "alternative" sports (Diegel, 1995). Clubs linked to sports federations constitute the local setting up of the sports organization, which is largely a majority (Zintz, 2014). Other operators from the public domain and the private sphere coexist (Cloes, 2012). In the school environment, sport can be found in three contexts: within the compulsory curriculum (physical education), integrated to extracurricular activities (activities organized during recess or free periods), and peripheral activities (use of school sports facilities by organizers who are not belonging to the school actors). If inter-school competitions are organized by several school sports federations (depending to the educational network), they are far from reaching the interest and involvement reached by the competitions managed by the traditional sports federations. So there is hardly any systematic sports training in French-speaking Belgian schools. Some PE teachers propose voluntary training sessions but there are less and less connections between their actions and sport clubs. On the other hand, young sportsmen appointed by the Minister of Sports have a special status enabling them to benefit facilities to pursue their double career. They are sometimes gathered in special organizations - sport-studies or development centers - which have been the subject of several studies (Cloes et al., 2002, Lacrosse et al., 2014, Theunissen et al., 2016) but PE teachers are very few involved in these development opportunities. In many situations of partnership between the school and sports structures, their role is often limited to a simple accompanying action (sports days, projects "My club-My school." Cloes (2017) insisted however on the need to make them a priority in the ...