Abstract: The reform of pre-service health and physical education teacher training in Australia offers valuable insights for the development of similar programs in China.This evolution has undergone five phases:germination,initiation,evolution,maturation,and reform development.Throughout these stages,standards have been set for entry qualifications,curriculum design,and graduation requirements aimed at ensuring the quality of pre-service teacher education from admission ("entry"),through training ("processing"),to graduation ("exit").Key features of the Australian model include high entry barriers that balance academic performance with non-academic capabilities,an emphasis on expanding into secondary subject areas,creating distinctive educational offerings,a core focus on general pedagogical knowledge and skills to promote integration between physical education and health education,and enrichment of professional skills,with attention to guiding the growth and professional development of pre-service teachers.To enhance its own pre-service physical education teacher training,China should consider raising entry thresholds for pre-service physical education teachers by establishing and refining multidimensional selection mechanisms,clearly defining professional orientations to cultivate "versatile" talents in physical and health education,optimizing teacher education curricula to extensively incorporate health education courses,broadening the scope of professional skills to elevate the social recognition of physical education teachers,and adopting an "output-oriented" approach to formulate learning outcome standards for graduates in physical education.

Key words: Australia, pre-service physical education, physical education teacher training, physical education, health education, course