This paper draws on data from a longitudinal research proJect, under taken with newly qualified teachers of physical education (PE), to consider ways in which experienced teachers influence the professional development of their less experienced colleagues. It examines claims that the subJect has been `masculinized' and considers the outcomes of such a process on the development of its teachers. The research explored the experiences of teachers during their induction year, using questionnaires,'professional life histories' and semi-structured inter views as the main data collection methods in a process that spanned five years. The actions of the new teachers suppor t claims that PE has developed in `explicitly gendered ways'. They looked to experienced teachers to develop their professional practice and specifically adopted the approaches of male teachers. Explanations for such actions include the perceived success of behaviour management strategies, the allocation of management roles within the subJect, the need to survive and the notion that girls are a'problem' in PE.
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