In this article, we chose to be interested in the teenagers with an intellectual disability, connected with a specialized establishment. We think that these teenagers have socio-educational deficiencies, involving a difficult communication, a little operational adaptability and consequently, one sometimes very unstable self-respect. We then wondered if the physical activity can play a role of regulation to help the teenagers to communicate better, to adapt itself and finally better to know each other. So, this article is interested in the effects of the physical practices (climbing or hockey) on the self-respect and the perception of the physical image of the teenagers with an intellectual disability. We think that certain physical activities are more convenient to regulate the behavior of these teenagers and what the level of the physical condition is a potential factor to optimize this regulation. Physical and psychological tests were performed before and after treatment in physical activity. Ten teenagers having a slight deficiency, from a special school participated in this study. Group 1 practiced Floor Hockey, Group 2, climbing for a period of five weeks in frequency of one session per week for an hour and a half effective. Results show that self-esteem issues improved after the Adapted Physical Activity (APA) program and especially among youth who participated in hockey. For physical tests (VO2 max) and the psychological test (EES), the G1 hockey group performs better than the group G2 climbing. Only a teenager struggling to perceive the true state of his size and physical activity did not change this picture. Collective physical activities seem to be an interesting place to work because the mode cooperation-opposition pushes the teenager with an intellectual disability to adapt itself and to auto-regulate