Abstract
The purpose of this study was to identify the concerns and the challenges of pre-service teachers in teaching physical education at the Faculty of School Education, Hiroshima University. Furthermore, this study aims to clarify what advice was effective for coping with the concerns and the challenges of these pre-service teachers. The results are summarized as follows; 1) The pre-service teachers were very conscious of classroom management as a task for five weeks; 2) In order to cope with this task, they receive practical knowledge of teaching through conversations with mentors and colleagues; 3) The mentors had better demonstrate their physical education lessons as a model to pre-service teachers after the second week of school experience; 4) It is recommended that theoretical knowledge of the aims and objectives of physical education is taught after the actual school experience to enable reflection and development of practical knowledge.
