In the world of teacher education, the importance of promoting teachers’ learning in order to ensure quality education has been widely recognized. To enable this, a learning support structure is needed. Particularly indispensable is the construction and maintenance of a training system that supports teacher learning. The aim of this study was to grasp the actual situation of physical education teachers’ learning and training, and to show the challenges faced in maintaining those training and learning environments. Therefore, we have collected, analyzed, and investigated fundamental data centered around physical education teachers’ reflections, participation in training, attitudes toward training, and value systems. Data were collected via questionnaires sent to public junior high and high school health and physical education department teachers. Samples were collected from 552 teachers（252 middle schools and 300 high schools）. Our findings can be summarized as follows:

1. Factor analysis on learning-centered reflection identified two factors of interest: “technical and practical reflection” and “premise reflection.” Three factors were identified as a result of factor analysis on training attitudes: “open-minded attitude,” “inquisitive attitude,” and “information-seeking attitude.”

2. It became clear that the scope of learning environments of physical education teachers was limited from the perspective of space and interpersonal connections.

3. Physical education teachers’ training perspectives were classified into two types―“individual, long term, collaborative with teachers of other subjects, and theoretical” type and “cooperative, short term, collaborative with teachers of same subject, and practical.” Many teachers had a preference for short-term, immediately effective, self-contained in-service training.

4. Junior high school teachers and physical education teachers with training perspectives that are “individual, long term, collaborative with teachers of other subjects, and theoretical” showed higher frequency of participation in training opportunities that allow collaboration with teachers of other subjects, training at outside schools, and training with experts.

5. The scores of “premise reflection,” “inquisitive attitude,” and “information-seeking attitude” of physical education teachers who had a preference for training that is individual, long term, collaborative with teachers of other subjects, and theoretical were significantly higher than teachers who had other training perspectives.

6. Factors affecting participation in training were different depending on opportunities for teacher training. Particularly, access to various training opportunities among teachers that interact only with teachers of the other subject and encounter heterogeneous information was influenced by training attitudes and perspectives.

  The maintenance of physical education teacher training systems encompasses challenges in the form of constructing a more open training environment, molding a training outlook that encourages both proactive attitudes and participation in training, and continuing to develop the needs of in-service training courses.