ABSTRACT
This chapter focuses on one male trainee teacher of physical education and his experience of being trained in a professional environment into which males have not been routinely encouraged or welcomed. The research reported assesses whether these types of training experiences are educationally and professionally beneficial to the pupils, the trainee teacher and the staff within the school. Ben is a 24-year-old male university undergraduate physical education student. His narrative accounts provided a sense of empathy of the challenges for men training to teach physical education in an opposite-sex school. Ken Green suggests that physical education curriculum leaders in secondary schools are often the linchpin between continuity and change, as they tend to be involved in the selection of new physical education teachers to their schools. The physical education department was staffed predominantly by female teachers but also consisted of one full-time male physical education teacher and a male physical education technician.
