Abstract: Our study is about the effect of designing an audiovisual device for preservice teachers' training. The goal in this training program is to prepare preservice teachers to teach Physical Education (PE). We argue like in enaction's approach (Varela, 1991), some knowledge are embodied and using video in in teachers' training can help to approach this embodied cognition during lessons of PE. Three main research questions were investigated: 1) which kind of multimodal (Kress, 2010) resources it is necessary to use for creating professional development, 2) how to construct a scenario for using the different resources and 3) what is the impact multimodal resources for learninf to teach PE. Our theoretical frame is in cognitive anthropology based on the hypothesis of the situated action and cognition and also the enaction. Our findings show : a) preservice teachers focus analysis and face to face with sutdents and b) multimodal resources permit to approach corporal experience of teaching.