The practicums in a training program for physical education teachers can contribute substantially to what the future teacher learns. This learning often depends largely on the quality of supervision provided by the supervising teachers, who are offered training sessions to support them in their supervision. The purpose of this article is to present a review of the literature about training offered to supervising teachers for physical education. The analysis of the training objects and the most common modalities and practices lead to the proposal of an inductive supervision model and approach for training supervising teachers. This model is suggested to make up for deficiencies in the clinical supervision model and to take into account the idiosyncrasies of professional interactions between supervising teachers and future teachers in the unique context of the practicum, along with the singularity of the actors involved in this training activity for physical education teachers.