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The authority of a teacher is built in the daily exercise of the profession. Relatively unstable, it is built in the classroom, through contact with students. As such, PE appears to be a specific discipline, because it offers teachers and students working conditions far from usual school spaces. Classic material markers (tables, chairs, blackboards, etc.) disappear in favor of other markers (balls, plots, vests, etc.) which become essential objects of school work. Thus, this article seeks to understand the characteristics of the authority of the PE teacher. Through a comparative analysis, it shows the importance of spatial and material dimensions. Thus, the proximity established with the students and the use that the teacher makes of objects during the lesson, determine the exercise of authority in physical education.