This paper takes its starting point in the discourse of child protection and the growing anxiety around intergenerational touch in educational settings. The purpose is to examine PE teachers’ self-regulation in relation to the child protection discourse and no touch policies. What sort of strategies have the teachers developed for dealing with physical contact in their teaching? The study takes its starting point in a discourse-analytical tradition using a methodology based on Foucault’s ideas about governmentality. The results show two different self-regulating processes: (i) Adaptation with avoidance-oriented strategies and (ii) Resistance with downplaying-oriented strategies. The study aims to contribute to the literature on child protection and ‘no touch policies’ and to a more multifaceted understanding of intergenerational touch in PE.