Education for Sustainable Development (ESD) in the school context is recognized scientifically and politically as fundamental to training citizens capable of transforming tomorrow's society. Physical education (PE) could represent an original way that complemented cognitive approaches by drawing on the bodily dimension and learning in action, affective and sensory aspects. Research could lead to qualitatively implement ESD in PE. The aim of this systematic scoping review was therefore to review the state of the art and summarize the results of research into the implementation of ESD in PE and to identify avenues for future studies aimed at setting up ESD sequences in PE. A 5-step methodological framework including the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was used to carry out this scoping review for which 30 studies were included. The results showed that the research was very recent, mainly in Europe, and frequently referred to the institutional framework of the Sustainable Development Goals. They also highlighted that PE program make few explicit references to the concept of sustainability or ESD, and that PE teachers, while inclined to implement ESD in PE, lack control of the concepts and training. Finally, the few sequences claiming to be based on ESD in PE focused on a single dimension of the concept of sustainability (social or ecological), ignoring its holistic dimension. Research recommendations concerning the implementation of ESD in PE have been made, particularly regarding program and teacher training. The integration of a holistic ESD in PE was also discussed.