The training PE teachers receive has historically been characterised by a tension between professional and academic goals since the creation of PE UERs (Unité de recherche et d’enseignement) (Teaching and research university department). Theoretical and practical learning are continuously debated. This paper takes an original look at the training PE teachers receive for the PE recruitment contests, or CAPEPS, from the point of view of the STAPS trainers and professors. U sing Condorcet’s mathematical theory we analyse the answers of professors involved in these Masters at the STAPS. The issue is to validate an eventual consistency in the definition of what a PE teacher should be after his training for the diploma. Our paper shows that initial training corresponds to a compromise between scientific discourse and pragmatic training, that is between those who think the course should focus exclusively on the academic contest and those who think it should professionalise the students, in other words between those who believe in transmitting scientific knowledge and those who want to teach professional know-how.