Theories exist on the causes, nature and impacts of emotions on qualified teachers. There is, however, limited research on the emotional demands on trainee teachers as they navigate towards Qualified Teacher Status (QTS). The central aim of this study was to develop an explanatory theory of the emotional demands of learning to become a PE teacher. The study used trainees’ experiences of confronting the common problems of obesity and sedentary behaviour to focus discussion on the management of complex situations in their everyday practice.
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