Background: Throughout this mediated society, young people, in particular, are mass consumers of corporatized media. The mediation of sport has long been critically examined within sociology and physical cultural studies [(e.g. Mcdonald, M. G., and S. Birrell. 1999. "Reading Sport Critically: A Methodology for Interrogating Power." "Sociology of Sport Journal" 16: 283-300)]. Due to our society's media consumption, physical education (PE) teachers and students are mediated and socially constructed individuals, which influences one's ability to teach and learn within a school environment. Purpose: In this paper, we critically examine and analyze movie content of PE, primarily in the U.S. We explore the representations for what they tell us about the place of PE in society and compare them to best practices in regards to appropriate content and methods. Data collection and analysis: A critical analysis of 43 movies with PE content was conducted spanning the years 1939-2012. All PE scenes were transcribed verbatim for dialogue, action and sound. Using the constant comparative method [Corbin, J. M., and A. L. Strauss. 2008. "Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory." 3rd ed. London: Sage], a systematic analysis of the movie scenes and transcripts was implemented to examine them for themes. Trends were reviewed over time and across genres, offering a systematic analysis of all scenes related to PE. Findings: Two major themes represent the findings of the critical readings: (a) bullying in PE and (b) constructions of masculinity. Furthermore, a comparative analysis ensues on the depictions and representations of content and methods in PE and how those relate to best practices in the profession. Collectively, PE has changed over time from being depicted in romantic ways as a lighthearted space, to a space of discipline and fear, to an irrelevant and/or comedic space. Instances of physical educators being depicted as caring and competent within a plethora of less positive portrayals of physical educators as cruel, inept and/or inappropriate were also found. We argue that these public narratives of PE over time reflect collective feelings and imaginings of PE, which impact beliefs and attitudes about the profession, and therefore policy impacting PE offerings.