Understanding Physical Education Learning Spaces from the Perspective of Elementary Preservice Teacher Educators

This study aims to explore the role, structure, and cultural meaning of physical education learning spaces from the perspective of elementary school preservice teacher educators. Data were collected using the researcher’s learning space diary and the participant’s stimulated recall questionnaire. The results of the inductive category analysis method are as follows: First, the role and meaning of physical education learning spaces were categorized into the following: learning space (a place for learning experiences), personal space (a place for movement and challenge), social space (a place for coexistence and relationships), and expansive space (a place for lifelong education). Second, the structure of the physical education learning space was shown to be a horizontal space structure (a space for sharing various learning contents) and a vertical space structure (a community learning space). The cultural meaning of the learning space was derived as a place of meeting, learning, and unfolding. It is hoped that this study will facilitate understanding of the spatial characteristics of physical education learning spaces and the movements of learners within learning spaces.