This study examines the implementation of learning-object strategies in teaching the discus throw at CEG Médédjonou. Its main objective is to analyze their effectiveness in relation to official prescriptions. To achieve this, a mixed methodology was adopted: a questionnaire was administered to twenty-one (21) Physical Education teachers in the municipality of Adjarra, and two teachers were observed and videotaped during discus throw lessons, complemented by pre- and post-lesson interviews. The theoretical framework is the Anthropological Theory of Didactics (Chevallard, 1992), particularly the concepts of didactic transposition, institution, relation to knowledge, and milieu. The findings reveal that most teachers confuse learning-object strategies with teaching/learning strategies. Consequently, prescribed strategies are rarely applied in their entirety. Teachers mainly emphasize individual technical reproduction, without explicitly defining learning objects or encouraging students’ autonomous knowledge construction. This situation is explained by insufficient didactic training, inadequate teaching materials, and large class sizes. In conclusion, the study highlights the need to strengthen both initial and in-service teacher training, to improve material conditions, and to raise greater awareness of the importance of learning-object strategies for effective teaching of the discus throw.