FRANÇAISENGLISH The article attempts to characterize the regulatory decisions of trainee EPS teachers. These correspond to the activity of the EPS teacher when he observes and regulates the motor activity of the students in the lesson. The main objective is to shed light on the decision-making methods of trainee teachers in real situations. The secondary objective is to contribute to the renovation of training contents and practices, in particular in line with the evolutions of expectations in recruitment competitions. The psychophenomenological perspective provides a central focus in this research by allowing access to the understanding of the activity from the point of view of the teacher himself. Three volunteer trainee EPS teachers took part in the study. The results show that the logic of decision-making mostly reflects convergent modes of operation between trainee teachers. On the other hand, regulatory decisions are mainly influenced by background elements, such as knowledge in APSA, past experiences as a coach or practitioner and their lesson planning. Faster, more accurate and effective regulation of student motor skills is promoted by APSA expertise.