The overall objective of this article is to discuss and problematize the meaning and use of artefacts in physical education by applying a sociocultural perspective to learning and artefacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate how artefacts in different ways can play a part in meaning making processes in physical education. The results of the study illustrate 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, the results also illustrate 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 “artefacts-in-use” are both important and valuable, as are physical education teachers’ reflections about the role of artefacts in their teaching.