The purpose of this article is to develop a method of approach that can be used to explore the meaning and use of artifacts in education by applying a socio-cultural perspective to learning and artifacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate the approach in terms of how artifacts in different ways can play a part in meaning making processes in physical education. The illustration from the video recordings shows that a ball can be constituted as a "great toy" and that in the practice of physical education being physically active and an active participant in a certain game is regarded as reasonable. However, it also illustrates that the ball can be constituted as a "lethal projectile" and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of artifacts-in-use using visual methodologies are both important and valuable, challenging physical education teachers' reflections about the role of artifacts in their teaching.