A New Perspective on Organizing Physical Education Spaces

Introduction

The organization of physical education (PE) environments, whether in the gymnasium or outdoor spaces, plays a critical role in fostering engagement, inclusivity, and student development. Effective organization in the current landscape of teaching and learning extends beyond safety and structure. It involves a deep understanding of spatiality, or the ways in which physical spaces are constructed, navigated, and experienced by different individuals and groups. By integrating the concept of the spatial imaginary, or how space influences movement educators can create environments that enhance learning while adding life to the process of teaching and learning. 

The Role of Spatiality in Physical Education

Spatiality in PE is more than just physical arrangement; it involves reflection on students and  who has access to space, how spaces are perceived, and how they impact participation. Research shows that socioeconomic status, race, gender, and ability affect how students experience PE environments. For example, low-income and racially diverse communities often have fewer safe, accessible recreational spaces compared to wealthier areas. Similarly, students with disabilities may face barriers to fully engaging in PE activities due to inadequate accommodations. To address these concerns, educators must reflect on how spaces are organized and experienced by all students. This requires moving beyond a neutral understanding of space and recognizing how a host of factors impact movement. 

Applying Spatial Concepts to Physical Education

Some years ago (Culp, 2006), I proposed that organizing physical education environments involved six different considerations —security and shelter, social contact, symbolic identification, pleasure, task instrumentality, and growth. Each of these are equally relevant to the PE setting. However, in recent years, I have advocated for adding a spatial perspective to these functions to allow for a more proactive and expansive approach to organizing and managing PE spaces.

1. Security and Shelter: Creating Safe and Accessible Spaces

Safety is a fundamental concern in both classroom and gymnasium settings, but in PE, it extends beyond physical hazards to include how space is navigated. For the gym for instance, teachers must consider:

• How do different students experience security in this space?

• Are entry and exit paths clear and accessible for all students, including those with disabilities?

• Are there areas that feel exclusionary or unsafe for certain groups?

Taking these questions into account, a spatial perspective also recognizes that PE environments that are physically and psychologically safe can improve participation and engagement.

2. Social Contact: Fostering Inclusive Interactions

The social dimension of space in PE is crucial for student engagement. Unlike classrooms, gymnasiums and outdoor spaces do not have fixed seating arrangements, but spatial configurations still affect how students interact.

• Grouping students with diverse backgrounds and abilities fosters collaboration and mutual respect.

• Rotating partners and teams ensures that students engage with different peers, preventing social isolation.

• Designating areas for different skill levels allows students to develop confidence while still being challenged.

By intentionally structuring space to promote positive interactions, educators can ensure that all students feel included and valued.

3. Symbolic Identification: Making Spaces Meaningful

The physical design of PE spaces can impact student motivation and identity. Symbolic identification involves how space reflects student identities, achievements, and backgrounds.

• Displaying student accomplishments (e.g., progress charts, team photos, accurate representation in posters) fosters a sense of belonging.

• Recognizing multiple forms of physical literacy, including dance, martial arts, and non-traditional sports, ensures that all students see themselves reflected in the curriculum.

• Incorporating cultural symbols and languages in gymnasiums or outdoor areas helps validate students who come to our classes.

Spaces that affirm and celebrate others create an environment where all students can thrive.

4. Pleasure: Designing Enjoyable PE Experiences

Enjoyment is a key factor in student engagement. The physical and social design of PE spaces can enhance or hinder enjoyment, particularly for students who may feel marginalized. Here are some questions to consider:

• Are students given opportunities to explore movement in ways that resonate with them?

• Is there a balance between structured and free movement activities?

• Does the space feel welcoming and energizing, or intimidating and exclusive?

Incorporating student choice, creative activities, while modifying games to be relevant can make PE more enjoyable and accessible. Additionally, creating spaces that feel comfortable and inviting—such as adding seating areas, music, and visual elements—can enhance student engagement.

5. Task Instrumentality: Organizing Space for Learning

Effective spatial organization ensures that students can move, engage, and learn efficiently. Key considerations include:

• Planning activities that minimize congestion and maximize participation.

• Designing stations or zones that allow students to move freely and work at their own pace.

• Ensuring that all equipment is accessible and appropriate for different skill levels.

Spatial awareness also extends to how activities are sequenced. For instance, transitioning from a high-energy activity to a cooldown exercise requires thoughtful spatial flow to maintain engagement and safety.

6. Growth: Cultivating Physical and Social Development

PE spaces should be designed to support holistic student development. This includes:

• Encouraging self-directed learning by allowing students to explore different movement forms.

• Incorporating interdisciplinary elements, such as music or storytelling, to connect movement with other subjects.

• Providing opportunities for leadership and teamwork through structured group activities.

A spatial approach to growth in PE also means examining barriers that prevent students from developing physical literacy. For example, if certain students consistently avoid participation, educators should consider whether the space itself (i.e. configuration, lighting, competing sounds) is contributing to disengagement.

Conclusion

Organizing the physical education environment requires more than just logistical planning—it demands reflecting on how spaces best fit the needs of students. From ensuring equitable access to reimagining how PE spaces are designed and experienced, a spatially aware approach to management fosters physical literacy, social connection, and lifelong engagement with movement. As we continue to evolve our understanding of spatiality in education, the goal should be to create PE environments that empower, inspire, and support the needs of every student.

Reference: Culp, B. (2006). Management of the Physical Environment in the Classroom and Gymnasium: It's Not. Teaching Elementary Physical Education, 17(5), 13-15.

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