The field of physical education (PE), as it exists in teacher education, is dynamic as ways of preparing teachers to meet the needs of young people in contemporary times change. Such endeavours are underpinned by concerns about school-based PE, the alienation of students from PE, and responsibility for producing healthy students. Concerns also exist around a perceived propensity amongst pre-service teachers of PE to steadfastly retain initial beliefs and values and resist more socially critical perspectives and pedagogies. An engagement with socially critical discourses in teacher education is critical if PE is to be a site of inclusion rather than marginalisation and exclusion. This paper examines how a group of pre-service teachers of PE, who experienced a teacher education programme, at an Australian university, that was infused with strong social justice discourses constituted subjectivities and pedagogical practices. We explore how, emotional connectivity, and an "ethic of care", instil broadened perspectives and engagement with socially critical pedagogical practices. Whilst emotions and caring are generally perceived as marginal attributes in the field of PE, we suggest that the affective domain is significant to effective pedagogical practices, subjectivities of teachers of PE and the reality of teaching. We seek to trouble "truths" disseminated by hegemonic discourses that construct PE teaching as a technical undertaking, founded on disciplinary knowledge and curricular expertise. We close by providing possibilities for others working with PE pre-service teachers around foregrounding affective dimensions of pedagogical practices and teacher subjectivities and propose that these possibilities might address calls for a new type of PE teacher.