<p>While practising has been increasingly addressed in various theoretical studies in recent times, there are hardly any empirical studies on this topic in sports pedagogical research, particularly in German-speaking countries. The reconstruction of practise processes in physical education (PE) presented here examines the co-construction of practise by the teacher and the pupils. From the perspective of subject-specific education (Bildung), the research interest lies both in the way practising is staged and interactively produced and in the illumination of what exactly is being practised. The methodological basis of the reconstruction is the educational science video analysis, which has been adapted for the framework conditions of PE. The case study on which the videographic analysis is carried out is a PE lesson in a 4th grade class in which the pupils are to practise long jump at self-developed stations. The lesson is characterised by many actions on the part of the teacher and the pupils which primarily ensure the proper sequence of events and order. These actions overshadow the actual content of the lesson, so that instead of practising long jump, the focus is on practising order. This result points on the one hand to the difficulty of initiating aesthetic perception in PE lessons, and on the other hand to the importance of the institutional framework of PE as subject.</p>