The purpose of this study was to look at the influence of and interrelationships between concerns and socialization on the development of student physical education (PE) teachers’ knowledge for teaching and their development as teachers. Six secondary student PE teachers completed a journal on a monthly basis throughout the course of a one-year initial teacher education course. These student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. A major factor influencing these student teachers’ development throughout the year was their concerns about themselves, their teaching and the material they were to teach over-ridden by concern to pass the course. This was influenced by the student teachers’ socialization prior to and during the course. In turn, this influenced their views of the importance and value of knowledge developed on different parts of the course. The results are discussed in relation to student teachers’ development as teachers

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One of the key elements of figurational sociology is the emphasis on understanding complex networks of interdependencies in which people are involved. The focal point of this paper is the process of initial teacher training (ITT) and the relationships of which student teachers are part during their ITT course. The paper does not look at what student teachers ought to think; rather, it is an exploration of why student teachers may think the way they do. The paper uses data which was collected as part of a larger project funded by a Teacher Training Agency small research grant.Results suggest that student teachers value aspects of their course differently. In particular, student teachers value university practical sessions and school-based experiences over university-based theory sessions, which are considered irrelevant to the actual practice of teaching. Despite attempts by university tutors to engage student teachers in academic discourses about the nature of physical education (PE), student teachers" perceptions of PE did not change during their course. Further, student teachers perceived conflict between the university-based theoretical elements and the school-based elements of the course.

PE teachers in England are required to teach a wide range of physical activities in order to fulfil the requirements of the National Curriculum for Physical Education (NCPE). The content or subject knowledge necessary to teach all areas of activity in the NCPE is acknowledged as important, both in its own right and as giving students confidence and accuracy for subject application. Subject knowledge is identified as one of the standards for the award of qualified teacher status on completion of an initial teacher education course in England. However, students entering secondary Post-Graduate Certificate in Education (PGCE) PE courses bring with them a variety of experiences, qualifications and subject knowledge to teach the areas of activity in the NCPE. Most students have a sports-related degree. However, such degrees may not include subject knowledge appropriate to teach all six areas of activity in the NCPE. Students, therefore, are required to gain subject knowledge on their one year PGCE course. The purpose of this study was to look at secondary PGCE PE students' perceptions of amount of subject knowledge in the six areas of activity that comprise the NCPE. At the beginning of each of the second and third terms of their course (January and April) 27 students completed a questionnaire. The questionnaire included a question about knowledge in the six areas of activity in the NCPE and in specific games taught in many schools in England. Results suggested that there were differences in students' perceptions of amount of subject knowledge. The highest percentage of students perceived good subject knowledge in traditional team games. The highest percentage of students perceived little subject knowledge in outdoor and adventurous activities (OAA) and dance. There were significant differences between male and female students' perceptions of knowledge in OAA, swimming, football, netball and rounders. There were also significant differences in students' perceptions of knowledge in dance, gymnastics, OAA and volleyball between the beginning of the second and third terms. Implications of the results are considered in relation to: (i) experiences which students require on PGCE courses to develop subject knowledge; (ii) selection procedures for secondary PGCE PE courses; and (iii) preparation of students for secondary PGCE PE courses on sports-related degree courses.

Participants (N = 162, ages 10-15 years) performed a tennis stroke in a coincidence-timing task. Major results were: (a) performance improved mainly between the ages of 10-13 years; (b) skill differences were reflected by variable error (VE); (c) boys were lower than girls for VE and absolute error; (d) high stimulus velocity was related to low VE and late responding. Results concerning response organization favored explanations based on ecological perspectives rather than information processingperspectives. However, it is premature to disregard the potential role of programming. The view is supported that a continuous process of coupling perceptual and motor responses coordinates control of response timing. These cognitive processes appear to be: (a) refined with practice; (b) sensitive to differences in age, skill, and gender; and (c) adaptable to changes in environmental demands.