This article presents the results of a study dealing with the construction and validation of a new scale measuring perceived negotiations between the pro fessor and his or her students in physical education (PNPES). The assessment of its validity and reliability is based on a sample of 549 secondary school students from French-speaking Belgium. The results reveal that the PNPES has adequate levels of internal consistency and a factorial structure that is coherent with the postulated conceptual framework. This framework distinguishes three forms of negotiation: distributive negotiation in favour of the professor, distributive negotiation in favour of the students and integrative negotiation. This scale constitutes an instrument which can be used to study the activity of negotiation in physical education, its determinants and its effects.