The Physical Education Class Perceived by Schoolchildren from 6 to 8 Years Old Expressed through Drawings
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children
Article
The Physical Education Class Perceived by Schoolchildren from
6 to 8 Years Old Expressed through Drawings
Javier Cachón-Zagalaz , Déborah Sanabrias-Moreno *, María Sánchez-Zafra , Amador Jesús Lara-Sánchez
and María Luisa Zagalaz-Sánchez
Department of Didactics of Musical, Plastic and Corporal Expression, University of Jaén, 23071 Jaén, Spain;
jcachon@ujaen.es (J.C.-Z.); mszafra@ujaen.es (M.S.-Z.); alara@ujaen.es (A.J.L.-S.); lzagalaz@ujaen.es (M.L.Z.-S.)
* Correspondence: dsmoreno@ujaen.es
Abstract: Physical Education is one of the subjects that arouses the most interest in children. The
aim of this study is to find out the opinion that primary school students have about the Physical
Education class. Drawings from a sample of 62 students from an educational centre in the city of
Jaén, aged between six and eight years old, were analysed. The results show that the larger size
of the drawings corresponds to the aspects that are to be emphasised. This subject is carried out
regularly in the sports pavilion of the centre, making frequent use of materials such as sticks, hoops
or balls. Cheerful colours are used, reflecting their enthusiasm for the subject. The smiling facial
expression represents the schoolchildren’s interest in the subject. The most popular games or sports
are basketball and pichi, both of them collective.
Keywords: physical education; children’s drawing; primary school; physical activity; analysis
Citation: Cachón-Zagalaz, J.;
Sanabrias-Moreno, D.; Sánchez-Zafra,
M.; Lara-Sánchez, A.J.; Zagalaz-
Sánchez, M.L. The Physical Education 1. Introduction
Class Perceived by Schoolchildren Drawing is not just a simple pastime or children’s game, but in fact involves the
from 6 to 8 Years Old Expressed opening up of the child’s inner world, favouring fine motor skills and relationships with
through Drawings. Children 2021, 8,
their environment. Throughout history, drawing has accompanied humankind, serving
666. https://doi.org/10.3390/
as a means of expression, the proof of which is cave art [1]. Drawing is the first means of
children8080666
communication to which children have access. This plastic or graphic representation allows
children to express their emotions, interests and needs before being able to communicate
Academic Editor: Niels Wedderkopp
them orally or in writing. Through drawing, they are able to to externalise the way they
perceive and feel the context around them [2].
Received: 23 June 2021
Accepted: 28 July 2021
The practice of drawing in the most basic stages of education favours writing, reading
Published: 30 July 2021
and creativity, helps to develop self-confidence and to express the child’s feelings, among
other aspects. Children’s drawing is, therefore, a rich means of communication as it offers
Publisher’s Note: MDPI stays neutral
significant information about themselves, others and the environment [3,4].
with regard to jurisdictional claims in
Likewise, the practice of physical activity (PA) at this age reinforces this learning and
published maps and institutional affil- has an impact on the development of writing, creativity and other school subjects. Some
iations. authors [5] indicate that children draw their first lines between nine and ten months of age.
Piaget [6] indicates that children begin to develop their ability to draw between the ages of
two and seven, making their first monikers and drawings of elements at the age of three.
As a consequence, fine motor skills begin to develop between the ages of one and four.
Copyright: © 2021 by the authors.
Children’s drawings began to be valued at the end of the 19th century, considering
Licensee MDPI, Basel, Switzerland.
this representation as artistic expression and education. At first, work focused on analysing
This article is an open access article
children’s drawings in comparison with the creations of adults, accepting realism as
distributed under the terms and the only possible explanation. Years later, in the 20th century, research expanded its
conditions of the Creative Commons expectations to include in the analysis of children’s drawings the expression of emotions
Attribution (CC BY) license (https:// and concepts of spatiality or creativity depending on the evolutionary process in which the
creativecommons.org/licenses/by/ artist was in [7]. Since then, there have been numerous investigations that have approached
4.0/). this subject from different perspectives.
Children 2021, 8, 666. https://doi.org/10.3390/children8080666 https://www.mdpi.com/journal/children
Children 2021, 8, 666 2 of 15
In terms of the pedagogical approach, children’s drawing has gone through three
stages: (1) traditional school, in which drawings were always made with a model present,
they were copies and simple decoration; (2) free expression, where the painter Franz Cižek
(1865–1946) grants minors the freedom of creation in their drawings, thus stimulating
creativity [8]; (3) the stage of perceptive processes, seeking a more detailed analysis of the
elements that make up children’s drawing. Between 1920 and 1970, scientific research on
children’s drawing increased, with the most prominent in this period [9] focusing on the
theory of the development of creative ability in children and establishing the stages of
development of children’s drawing [10].
The stages that each child goes through in relation to drawing, according to Lowenfeld
and Brittain [11] and Piaget [12] are:
• Scribbling stage: from 2 to 4 years of age. The child begins to make messy scribbles as
a means of expression and to control movements and shapes as the infant grows older.
• Pre-schematic stage: 4 to 7 years. The child begins to be able to represent human
forms. He distributes the elements he draws in space in a disordered way according
to the importance he gives to each one of them.
• Schematic or logical realism stage: from 7 to 9 years of age. They draw more realis-
tically, with more detail in the human figure, which makes them more recognisable
to adults.
• Stage of visual realism: from 9 to 11 years of age. Children are looking for their
drawings to be more realistic and begin to develop the ability to superimpose some
elements on others.
• Pseudo-realistic stage: from 11 to 14 years of age. They already take spatial perspective
into account. Their drawings become more complex.
Although Lowenfeld’s and Piaget’s stages are the most widely accepted in the educa-
tional field, Luquet [13] provides four other stages with different names, which he calls
fortuitous, frustrated, intellectual realism (4–8 years) and visual realism from the age of
8 years onwards. Nevertheless, all three identify scribbling as a stage of drawing; the age
they establish in the development of drawing is similar; they agree that the child tries to
represent reality by drawing, and they think that big heads (human figures with limbs
sticking out of their heads) are a common characteristic of the development of drawing.
In the educational field, drawing will allow the teacher to get closer to his pupils in
order to detect significant information that he may not be able to obtain in any other way.
Several studies have already used drawing as a tool to obtain and analyse information in
relation to educational topics. Some authors [4] also analyse the way in which primary
school pupils graphically represent children’s play in order to offer alternatives to the
socially imposed models of physical culture in early childhood. An earlier study [14]
investigated primary school pupils’ conception of school PE, showing particular attention to
whether sport was included and the existence of possible sexist stereotypes in these classes.
From 5 to 17 years of age, the World Health Organization (WHO) [15] recommends
60 min of moderate to vigorous intensity PA every day. Currently, the legal regulation in
Andalusia (Spain) is 3 h of Physical Education (PE) per week in schools, one more than in
other Autonomous Communities, so it is essential to make good use of them in order to
achieve adherence to PA in schoolchildren [16].
The PE class is very important within the school curriculum, as it can influence
the adherence that schoolchildren achieve and maintain towards PA [17]. It is therefore
important to know the opinion that schoolchildren have about this subject. Pérez-Turpin
& Suárez-Llorca [18] use children’s drawings to find out about different aspects of PE
classes for students with motor disabilities. Moragón-Alcañiz & Martínez-Bello [4] also use
drawing as a means of finding out the mastery of physical activity of pupils in the first cycle
of Primary Education. Thanks to these studies, it can be affirmed that children’s drawing is
a good way of measuring the opinion that children have about different concepts and, in
this case, about the PE class.
Children 2021, 8, 666 3 of 15
The aim of the present study is to find out the opinion that primary schoolchildren
have of the PE class.
2. Materials and Methods
The design is a cross-sectional, empirical–descriptive study using qualitative method-
ology through action research, the former to generate knowledge about the subject of PE
and children’s views of their classes, and the latter to improve it if necessary [19]. The
fundamental purpose of using action research in this study is to provide information to
guide decision-making for programmes, processes and structural reforms [20], to improve
pedagogical practices based on a thorough understanding of their specific characteristics.
The project complies with Spanish legislation and the international ethical standards
established by the World Medical Association (WMA), which promulgated the Declara-
tion of Helsinki in 1964 [21], although it has undergone subsequent revisions, the latest
occurring in 2017.
The information transmitted to the families and teachers who are in direct contact
with the study participants complies with the requirements of Spanish legislation in the
field of research and personal data protection.
2.1. Participants
A total of 62 students (33 boys and 29 girls) from the first cycle of Primary Education
at a public school in the city of Jaén took part. Their ages were between 6 and 8 years old.
2.2. Procedure
First, the researchers contacted the selected school to explain what the study consisted
of and to get their approval. This is a public pre-school and primary school located in the
city centre. When permission was obtained, the researchers went to the first and second
year primary school classrooms to ask the children to draw a picture of what the PE class
was like. The children were given complete freedom to draw whatever they wanted, as
long as it was related to the requested theme.
2.3. Data Analysis
Initial categories were established for the quantification of the drawings and, after an
initial review of the drawings, additional categories were defined for subsequent analysis.
After this, we began to quantify each one of them, seeing if they appeared in each drawing
and in what form. Initially, we thought of applying Cohen’s kappa coefficient, which
is a statistical measure that adjusts the effect of chance on the proportion of agreement
observed for qualitative elements (categorical variables), but the number of the sample
allowed us to quantify the categories manually.
The categories that were decided upon are as follows: Size and proportion of human
figures; Space represented; Colours used; Games or sports they draw; Clothes they identify
with; Representation of movement; Main elements of the drawing; Number of figures
present in the drawing; Facial expression.
3. Results
3.1. Size and Proportion of Human Figures
Children represent the elements they want to emphasise in their drawing at a larger
size. As a general rule, they draw all human figures following the same proportion, without
emphasising themselves with larger dimensions (Figure 1).
When they draw the teacher (N = 13), six students represent the teacher bigger, a
detail that reflects the importance given to the teacher. Of these six, five are boys and the
remaining drawing is of a girl. On the other hand, five draw the teacher at the same size as
the rest of the people represented and only two girls draw him at a smaller scale (Table 1,
Figures 2 and 3).
3. Results
3.1. Size and Proportion of Human Figures
Children 2021, 8, 666
Children represent the elements they want to emphasise in their drawing
4 of 15
at a l
size. As a general rule, they draw all human figures following the same propo
without emphasising themselves with larger dimensions (Figure 1).
Figure 1. Children playing Pichi. Alejandro. 1°B.
When they draw the teacher (N = 13), six students represent the teacher bigg
detail that reflects the importance given to the teacher. Of these six, five are boys an
remaining drawing is of a girl. On the other hand, five draw the teacher at the sam
as the rest of the people represented and only two girls draw him at a smaller scale (
1, Figures 2 and 3).
Figure
Figure 1. 1. Children
Children playing
playing Pichi.Pichi. Alejandro.
Alejandro. 1◦ B. 1°B.
Table 1. Representation of the teacher.
Table 1. Representation of the teacher.
When they draw the teacher (N = 13), six students represent the teacher bigg
Size of the Teacher’s Figure inthe Relation to the Other Images Girl Boy G
detail
Size ofthat reflectsFigure
the Teacher’s the importance
in Relation togiven to the
Other teacher. Of
Images Boythese six, five are boys an
remaining drawingLargest Largest
is of ateacher
girl. teacher
On the other hand, five draw
5 the teacher
1 at5 the same
as the rest of theTeacher
peopleofTeacher
the of theand
same size
represented sameonlysize 2
two girls draw 3
him at a smaller 2 scale (T
Smallest teacher
Smallest teacher 0 2 0
1, Figures 2 and 3).
Table 1. Representation of the teacher.
Size of the Teacher’s Figure in Relation to the Other Images Boy G
Largest teacher 5
Teacher of the same size 2
Smallest teacher 0
Figure
Figure 2. 2. Larger
Larger teacher.
teacher. Sergio.
Sergio. 2◦ A. 2°A.
Figure 2. Larger teacher. Sergio. 2°A.
Figure
Figure 3. 3. Teacher
Teacher at a at a larger
larger size. 2Alba.
size. Alba. ◦ A. 2°A.
There are four schoolchildren (one girl and three boys) who represent larger arms. In
two of the drawings (Figures 4 and 5) they are playing basketball and in the other two, the
teacher is depicted solving conflicts between classmates. In these cases, it can be seen that
they modify the size of the extremities depending on what they want to emphasise.
Figure 3. Teacher at a larger size. Alba. 2°A.
There
There are
are four
four schoolchildren
schoolchildren (one
(one girl
girl and
and three
three boys)
boys) who
who represent
represent larger
larger arm
arm
Children 2021, 8, 666
two of the drawings (Figures 4 and 5) they are playing basketball and
two of the drawings (Figures 4 and 5) they are playing basketball and 5inof thein the other
15 other
the
the teacher is depicted solving conflicts between classmates. In these cases, it
teacher is depicted solving conflicts between classmates. In these cases, it can
can be
be
that they modify the size of the extremities depending on what they want
that they modify the size of the extremities depending on what they want to empha to empha
Figure
Figure
Figure 4. 4.
4. Human
Human
Human body
body
body proportion.
Carlos.Carlos.
proportion.
proportion. 2◦ B. 2°B.
Carlos. 2°B.
Figure 5. Human body proportion. Ángel. 1°B.
Figure
Figure 5. 5. Human
Human body
body proportion.
proportion. Ángel.Ángel.
1◦ B. 1°B.
3.2.
3.2. Represented
3.2.Represented
Represented Space
Space
Space
The
Thespace available at the school for PE classes is a gymnasium with a blue court aand
The space
space available
available at at the
the school
school forfor PE
PE classes
classes isis aa gymnasium
gymnasium with
trellises surrounding the space. There are also two outdoor playgrounds, one of which is a
with a blue
blue cour
cour
trellises
trellises surrounding
surrounding the space. There are also two outdoor playgrounds, one of wh
the space. There are also two outdoor playgrounds, one of wh
sports court.
aa sports
sports court.
court. between indoors and outdoors at these ages can be seen in the colour
The distinction
The
The distinction
of the court between
and in different
distinction elements
between indoors and
and outdoors
represented,
indoors for example,
outdoors at
at these
the ages
trellises
these agesincan
thebe
can seen
seen in
school’s
be in the
the cc
of
of the court and in different elements represented, for example, the trellises in the sch
the
gymnasium.court Inand
both in different
genders thereelements
are more represented,
representations for
of example,
games inside the
the trellises
gymnasium in the sch
than outside (20 boys
gymnasium. In and 19genders
both girls). Only two boys
there are depict
more therepresentations
PE class on the outdoor
of track. inside
games
gymnasium. In both genders there are more representations of games inside
Interestingly,
gymnasium nothan
children depicted
outside (20 outdoor play
boys with elements of the sky (sun or clouds).
Ongymnasium than
the other hand, outside
many of them boys and
(20specify and 19
19 girls).
that theygirls). Only
Only
do indoor
two
PEtwo
boys
boys depict
by drawing depict
the gym
the
the PE
PE class
floor, class oo
outdoor
outdoor track. Interestingly, no children depicted outdoor play with elements of th
adding the track. Interestingly,
characteristic blue colourno(Table
children
2). depicted outdoor play with elements of th
(sun
(sun or
or clouds).
clouds). On
On the
the other
other hand,
hand, many
many ofof them
them specify
specify that
that they
they do
do indoor
indoor P
P
Table 2. Location of the space represented.
drawing the gym floor, adding the characteristic blue colour (Table 2).
drawing the gym floor, adding the characteristic blue colour (Table 2).
Boy Girl
Table 2.
2. Location
TableInside
Location of
of the
the space
the pavilion space represented.
represented.
20 19
Outside the pavilion 2 0
Not distinguishable 11 Boy
Boy
10 Girl
Girl
Inside
Inside the
the pavilion
pavilion 20
20 19
19
Of the pupilsOutside
(17 boys and pavilion
14 girls), 50% draw the floor of the pavilion occupying
Outside the
the pavilion 22
the whole sheet of paper, which shows that they graphically represent the space as they
00
Not
Not distinguishable
distinguishable 11
11 10
10
perceive it (very large), resembling their drawings to the reality that surrounds them. In
the following images (Figures 6–9), several representations of the interior of the pavilion
can beOf the
seen,
Of pupils
pupils (17
(17 boys
thecharacterised by theand
boys 14
use of
and girls),
14the 50%
colour
girls), 50% draw
blue the
the floor
to represent
draw theof
floor the
the pavilion
offloor. pavilion occupyin
occupyin
whole
whole sheet
sheet of
of paper,
paper, which
which shows
shows that
that they
they graphically
graphically represent
represent the
the space
space asas
perceive it (very large), resembling their drawings to the reality that surrounds
perceive it (very large), resembling their drawings to the reality that surrounds the the
the
the following
following images
images (Figures
(Figures 6–9),
6–9), several
several representations
representations of
of the
the interior
interior of
of the
the pav
pav
can be seen, characterised by the use of the colour blue to represent the floor.
can be seen, characterised by the use of the colour blue to represent the floor.
Children 2021,
Children 8, 666 PEER REVIEW 6 of 15
Children 2021,
2021, 8,
8, xx FOR
FOR PEER REVIEW
Children 2021, 8, x FOR PEER REVIEW 6 of 15
Figure
Figure
Figure 6. 6.
6. Represented
Represented
Represented space.
Lucía.Lucía.
space.
space. 1◦ B. 1°B.
Lucía. 1°B.
Figure 6. Represented space. Lucía. 1°B.
Figure
Figure
Figure 7. 7.
7. Represented
Represented
Represented space.
space.
space. Daniela.
2◦ B. 2°B.
Daniela.
Daniela. 2°B.
Figure 7. Represented space. Daniela. 2°B.
Figure 8. Represented space. Pablo. 1°B.
Figure
Figure
Figure 8.8.8. Represented
Represented
Represented space.
space.
space. Pablo.
Pablo.
Pablo. ◦ B. 1°B.
11°B.
Figure9.9.Represented
Figure Representedspace.
space.Juanma.
Juanma. 11°B.
◦ B.
Figure
Figure 9.
9. Represented
Represented space.
space. Juanma.
Juanma. 1°B.
1°B.
3.3.
3.3.Colours
ColoursUsed
Used
Children
Childrenuse
usebright
brightcolours
coloursfor
fortheir
theirdrawings.
drawings.None
Noneof
ofthem
themcolour
colourusing
usingblack,
black,dark
dark
3.3. Colours
3.3. or
Colours Used
Usedof them choose warm colours to draw the physical-sports activities,
blue grey. Most
blue or grey. Most of them choose warm colours to draw the physical-sports activities,
whichChildren
may meanuse
Children thatbright
use bright colours
colours
this subject for their
forthem
brings drawings.
theirjoy
drawings. None
None
and fun. The of them
them colour
of repeated
most colour using
are black,
using
colours black,
blue
blue or
orange, grey.
orred, Most
green
grey. and of
Most them
them choose
blue.
of choose warm
warm colours
colours toto draw
draw the
the physical-sports
physical-sports activ
activ
which
which may
may mean
mean that
that this
this subject
subject brings
brings them
them joy
joy and
and fun.
fun. The
The most
most repeated
repeated colour
colour
orange, red, green and blue.
orange, red, green and blue.
Children 2021, 8, x FOR PEER REVIEW
3.4. Games or Sports They Represent
Children 2021, 8, 666 7 of 15
As can be seen in Table 3, the sport most represented by the schoolchildren in
drawings is basketball (N = 23), which is the most repeated by both girls (N = 10) and
(N = 13). Basketball is followed by pichi (N = 10), a game similar to baseball, wh
which may mean that this subject brings them joy and fun. The most repeated colours are
widely
orange, red,played in blue.
green and schools and is preferred by girls (N = 7 vs. N = 3). Followi
descending order are Pacman (N = 8), dodgeball (N = 7), football (N = 6), hoop gam
3.4. Games
= 3), or Sports(N
crocodile They Represent
= 2), butterfly catcher (N = 1), racket games (N = 1) and Minecraf
1). As can be seen in Table 3, the sport most represented by the schoolchildren in their
drawings is basketball (N = 23), which is the most repeated by both girls (N = 10) and
boys (N = 13). Basketball is followed by pichi (N = 10), a game similar to baseball, which
Table 3. Games and sports represented by children.
is widely played in schools and is preferred by girls (N = 7 vs. N = 3). Following in
descending order are Pacman (N = 8), dodgeball (N = 7), Boyfootball (N = 6), hoop
Girlgames To
(N = 3), crocodile (N = 2), butterfly catcher (N = 1), racket games (N = 1) and Minecraft
Basketball 13 10 2
(N = 1).
Football 6 0
Table 3. Games and sports represented by children.
Dodgeball 2 5
Pichi Boy Girl 3 Total7 1
Pacman or Pacman
Basketball 13 10 6 23 2
Football 6 0 6
Butterfly catcher 0 1
Dodgeball 2 5 7
Pichi Tennis/Badminton 3 7 0 10 1
Pacman or Pacman Hoop games 6 2 0 8 3
Butterfly catcher 0 1 1
Tennis/BadmintonCrocodile 0 1 2 1 0
Hoop games Minecraft 0 3 1 3 0
Crocodile 2 0 2
Minecraft 1 0 1
3.5. Clothes They Identify with
Four
3.5. Clothes boys
They havewith
Identify designated the gender of the human figures in their drawing.
have
Fourdone
boysthis
havebydesignated
dressing the gender
girls inofskirts or dresses
the human figures(Nin=their
2) ordrawing.
by usingThey
different co
have done thisto
according bygender
dressing(Nthe=girls in skirts
2). The girlsorwho
dresses (N =painted
have 2) or by using
their different
drawings colours
with clothe
according to gender (N = 2). The girls who have painted their drawings
10) do it by adorning them with dresses. In addition, it has been detected that th with clothes
(N = 10) do it by adorning them with dresses. In addition, it has been detected that they
more detailed and add elements such as bows, long hair or figures to their clothes (Fi
are more detailed and add elements such as bows, long hair or figures to their clothes
10 and1011).
(Figures and 11).
Figure
Figure 10. 10. Clothes
Clothes they they identify
identify with.1◦Félix.
with. Félix. B. 1°B.
3.6. Representation of Movement
In some drawings (N = 9), the intentionality of drawing the movement of the sports
or games represented can be appreciated. The illustration is done with additional strokes
that indicate the direction or action. (Figures 3, 12 and 13).
Children 2021, 8, 666 8 of 15
Figure 10. Clothes they identify with. Félix. 1°B.
Children 2021, 8, x FOR PEER REVIEW
Children 2021, 8, x FOR PEER REVIEW
Figure 11. Clothes they identify with. Irene. 2°A.
Figure 11. Clothes they identify with. Irene. 2°A.
3.6. Representation of Movement
3.6. Representation of Movement
In some drawings (N = 9), the intentionality of drawing the movement of t
In some drawings (N = 9), the intentionality of drawing the movement of t
or games represented can be appreciated. The illustration is done with additiona
or games
Figure 11. represented
Clothes they identifycan
with.be 2◦ A.
appreciated.
Irene. The illustration is done with additiona
that indicate the direction or action. (Figures 3, 12 and 13).
that indicate the direction or action. (Figures 3, 12 and 13).
Figure
Figure 12.12. Representation
Representation of movement.
of movement. Rodrigo. Rodrigo.
2°B.
2◦ B.
Figure 12. Representation of movement. Rodrigo. 2°B.
Figure 13. Representation of movement. Marcos. 1°B.
Figure
Figure 13. 13. Representation
Representation of movement.
of movement. Marcos. 1Marcos.
1°B.
◦ B.
Some
Some drawings
drawings (Nrepresent
(N = 5) = 5) represent
the peoplethe people
with respectwith respect
to the originalto the original
position they posi
would Some
occupy drawings
at the real (N = 5)
moment represent
of the game the people
played. It with
can berespect
seen in to
the the original
following posi
would occupy at the real moment of the game played. It can be seen in the f
wouldhow
drawing occupy at theoccupying
the persons real moment of the game
the goalkeeper’s played.
position It can
are drawn bedifferent
in a seen in the f
drawing
position to
how
the rest,
the persons
even
occupying
specifying that the
the goalkeeper’s
goalkeeper on the right
position
has thrown
are drawn
herself to
in a
drawing how the persons occupying the goalkeeper’s position are drawn in a
position
the ground to the the
to stop rest, even
ball specifying
(Figure 14). that the goalkeeper on the right has thrown h
position to the rest, even specifying that the goalkeeper on the right has thrown
the ground to stop the ball (Figure 14).
the ground to stop the ball (Figure 14).
Figure 13. Representation of movement. Marcos. 1°B.
Some drawings (N = 5) represent the people with respect to the original position they
would occupy at the real moment of the game played. It can be seen in the following
Children 2021, 8, 666 drawing how the persons occupying the goalkeeper’s position are drawn in a different9 of 15
position to the rest, even specifying that the goalkeeper on the right has thrown herself to
the ground to stop the ball (Figure 14).
Children 2021, 8, x FOR PEER REVIEW
Figure14.
Figure 14.Representation
Representationofofmovement.
movement.Nacho.
Nacho.2◦2°B.
B.
may show
3.7.Main
3.7. Main thatElements
Drawing
Drawing balls are
Elements one of the main objects they relate to the PE class. Co
hoopsThealso
The appear
following
following list on manythe
listrepresents
represents occasions,
themost being,used
mostfrequently
frequently together
usedelements with
elements balls,
ininthe
the the most a
drawings:
drawings:
baskets,
baskets,balls,
materials incourt,
balls, court,goals,
schools. goals,hoops,
hoops,backstops
backstopsandandcones.
cones.InInmost
mostofofthe
thedrawings,
drawings,balls
balls
always
always appear,
appear, which
which helps
helpstotodifferentiate
differentiatethe
thegame
gameororsport they
sport are
they representing.
are representing.This
This to the
In some cases, they are used as mere decoration and are not related
may show that balls are one of the main objects they relate to the PE class. Cones and hoops
being
also carried
appear on manyout,occasions,
as in thebeing,
case together
of trellises.
with No
balls,student
the mostidentifies himself/herself
abundant materials in i
drawing as playing or using espaliers, but 18 students represent them graphicall
schools.
In some cases, they are used as mere decoration and are not related to the activity
being carried out,
3.8. Number of as in the case
Figures of trellises.
Present in theNo student identifies himself/herself in his/her
Drawing
drawing as playing or using espaliers, but 18 students represent them graphically.
Of the students, 52 draw in the company of one or more people. Sometimes
3.8.
drawNumber
the ofteacher,
Figures Present in the he/she
although Drawing is not usually part of the game. This may sh
they consider the PE class as collective,one
Of the students, 52 draw in the company of notorindividualised,
more people. Sometimes
wheretheytheyalso
participa
draw the teacher, although he/she is not usually part of the game. This may show that they
games and activities as a group and that the teacher is not integrated. Four girls a
consider the PE class as collective, not individualised, where they participate in the games
boys
and drawasthemselves,
activities identifying
a group and that themselves
the teacher is byFour
not integrated. indicating theirboys
girls and eight namedrawor ‘I’ (Fi
and 16). identifying themselves by indicating their name or ‘I’ (Figures 15 and 16).
themselves,
Figure
Figure 15.15. Number
Number of figures
of figures present.present.
Laura. 2◦Laura.
B. 2°B.
Only five drawings represent a single person. Figures 17 and 18 show the representa-
tion of the space of a girl and a boy, respectively.
There are five schoolchildren who do not represent people in their drawings, generally
focusing only on drawing their favourite game or sport (Figure 19).
Figure 15. Number of figures present. Laura. 2°B.
Children 2021, 8, 666 10 of 15
Figure 15. Number of figures present. Laura. 2°B.
Figure 16. Number of figures present. Martina. 2°B.
Only five drawings represent a single person. Figures 17 and 18 show
Figure16.16. Number
representation
Figure Number of
thefigures
ofoffiguresspace present.
a girlMartina.
ofMartina.
present. and 2°B. respectively.
2◦ B. a boy,
Only five drawings represent a single person. Figures 17 and 18 show
representation of the space of a girl and a boy, respectively.
Children 2021, 8, x FOR PEER REVIEW 1
Children 2021, 8, x FOR PEER REVIEW 1
Figure
Figure 17.17. Number
Number of figures
of figures present.
present. Isabel. 1Isabel.
◦ B. 1°B.
Figure 17. Number of figures present. Isabel. 1°B.
Figure 18. Number of figures present. Juanma. 1°B.
There are five schoolchildren who do not represent people in their draw
Figure
Figure 18.18.
generally Number
focusing
Number ofonly
figures
of figures onpresent.
drawing
present. Juanma.
Juanma. 1their 1°B.
◦ B. favourite game or sport (Figure 19).
There are five schoolchildren who do not represent people in their draw
generally focusing only on drawing their favourite game or sport (Figure 19).
Figure
Figure 19.19. Number
Number of figures
of figures Ari. 2◦ Ari.
present.
present. B. 2°B.
3.9. Facial Expression
Figure 19. Number
There of figures present.
are 50 drawings Ari.facial
that have 2°B. expressions drawn on people’s faces. Of t
in 46, happiness is evident. On the faces they draw big smiles, sometimes compleme
3.9. Facial Expression
by the representation of arms raised, which denotes enthusiasm (Figures 20–22).Children 2021, 8, 666 11 of 15
Figure 19. Number of figures present. Ari. 2°B.
Figure 19. Number of figures present. Ari. 2°B.
3.9. Facial Expression
3.9. Facial
3.9. Facial Expression
Expression
There are 50 drawings that have facial expressions drawn on people’s faces. Of these,
Thereare
are50
50drawings
drawingsthat
thathave
havefacial
facial expressions
expressionsdrawn
drawnon onpeople’s
people’sfaces.
faces.Of
Ofthese,
these,
in 46, There
happiness is evident. On the faces they draw big smiles, sometimes complemented
in 46,
in the happiness
46, happiness is evident.
is evident. On the faces they draw big smiles, sometimes complemented
by representation of armsOn the faces
raised, whichthey draw enthusiasm
denotes big smiles, sometimes complemented
(Figures 20–22).
by the
by the representation
representation of of arms
arms raised,
raised, which
which denotes
denotes enthusiasm
enthusiasm (Figures
(Figures 20–22).
20–22).
Figure 20. Facial expression. Sergio. 1°B.
◦ B.
Figure20.
Figure 20.Facial
Facialexpression.
expression.Sergio.
Sergio.11°B.
Children 2021, 8, x FOR PEER REVIEW 11 of 15
Figure 21. Facial expression. Daniel. 1°B.
Figure 21. Facial expression. Daniel. 1°B.
Figure 21. Facial expression. Daniel. 1◦ B.
Figure22.
Figure 22.Facial
Facialexpression.
expression.Esteban.
Esteban.22°B.
◦ B.
4.4.Discussion
Discussion
Theaim
The aimofofthis
this study
study is find
is to to find outopinion
out the the opinion that primary
that primary schoolchildren
schoolchildren have
have about
the PE class.
about the PEThis analysis
class. has been
This analysis carried
has out by interpreting
been carried the drawings
out by interpreting made bymade
the drawings the
children and grouping them into different categories. In this section, we will discuss
by the children and grouping them into different categories. In this section, we will discuss the
main results
the main obtained
results in theindifferent
obtained categories.
the different categories.
4.1.
4.1.Size
Sizeand
andProportion
Proportionofofthe
theHuman
HumanFigure
Figure
The
The children have representedtheir
children have represented in drawings
in their the largest
drawings the proportion of the elements
largest proportion of the
they wanted to highlight. This fact may be due to the fact that they
elements they wanted to highlight. This fact may be due to the fact that they do not yet know how
do not yet
to
know how to work adequately with proportionality between shapes. Melero-Merlothe
work adequately with proportionality between shapes. Melero-Merlo [7] states that [7]
cause may be the subjectivity of the objects represented, understood as the importance
states that the cause may be the subjectivity of the objects represented, understood as the
or affectivityor
importance that they want
affectivity tothey
that symbolise
want toinsymbolise
these elements. Another
in these of the
elements. reasons
Another of he
the
suggests is that the child wants that particular object to be easily recognisable, which
reasons he suggests is that the child wants that particular object to be easily recognisable, is
why it increases its size. The same author uses the same theory to justify the fact that
which is why it increases its size. The same author uses the same theory to justify the fact
that some children draw the teacher bigger. This is based on the affectivity they feel
towards the teacher.
At the stage in which the children participating in the study are, they are already able
to represent the human body, following a logical proportion between its parts. When some
of these parts appear on a smaller or larger scale, it is for some reason. In the drawings ofChildren 2021, 8, 666 12 of 15
some children draw the teacher bigger. This is based on the affectivity they feel towards
the teacher.
At the stage in which the children participating in the study are, they are already able
to represent the human body, following a logical proportion between its parts. When some
of these parts appear on a smaller or larger scale, it is for some reason. In the drawings
of children playing basketball, the length of the arms indicates movement because of the
importance of the technical gesture of shooting. The child feels “forced” to disproportionate
this part in order to emphasise the function it performs, just as when they want to represent
movement [7,22,23].
4.2. Space Represented
Most of the pupils drew elements of the gymnasium or the outdoor playground of the
school, which allowed them to identify the area in which they represent the PE class. The
colour of these elements was also very significant, since the gymnasium track is blue, so
identification was very quick. Representing elements in the drawings with the colour they
have in real life is a characteristic of the pre-schematic stage they are in [11].
Most of the pupils represented the PE class in the gymnasium and only two did so in
the playground. This fact suggests that most of the sessions are held in indoor facilities,
which has been corroborated by the school’s teaching staff. According to López-Moya &
Estapé-Tous [24], it is not advisable to restrict activities to a single space, as this restriction
may limit the teaching of the very diverse content of the area of PE.
50% of the pupils (17 boys and 14 girls) draw the floor of the pavilion occupying the
whole sheet of paper, an aspect that shows that the children represent the space graphically
at the same size as they visualise it, i.e., they see it as very large. At this age it is common
for pupils to draw the environment and the objects found in it as close as possible to reality,
specifying the colour or size, as they perceive it [2].
4.3. Colours Used
The use of colour in the drawing does not have an absolute meaning in its interpreta-
tion, but has to be evaluated as a whole, taking this aspect as a support for the analysis.
However, the absence of colour can be understood, as those children with poor social
skills or affective emptiness, who have less experience in using colour, draw less, and have
inhibited emotional expression. Warm colours (red, orange or yellow) are associated with
extroverted people, and cold colours (blue, green and purple) with introverted people.
The preferred colours of pupils at this age are red, green, blue, yellow, violet, brown or
black [25].
As can be seen, they are very mixed and do not show specific tendencies towards one
or the other, although in the present analysis a large number of students choose cheerful
colours for their drawings, an aspect which coincides with the authors mentioned and
which may indicate that a large number of pupils in this class are extroverted and relate
favourably with the rest of their classmates.
4.4. Games or Sports They Represent
The results obtained indicate that basketball is the sport most played by both boys and
girls, probably because of the media coverage it receives, which coincides with [26] who
point out that the games and sports that are best known and most played in schools are
usually the ones that receive the most media coverage. However, it is curious that football,
a highly mediatised sport, was only represented by six children. Likewise, there are not
many gender differences in the choice of sporting activity, only football is represented by
six boys and no girls, despite the fact that girls have taken up the sport and play it without
problems and sometimes to a great extent.
At this point it can be thought that they are using a sign, which is a type of natural
sign in which a relationship is established between the signifier and the signified; what is
represented is present. For example, the drawing of a cloud is an indication of rain, and theChildren 2021, 8, 666 13 of 15
drawing of a basket means that they are playing basketball; one thing is seen, and another
is deduced. Meaning has a natural cause–effect relationship [27]. Perhaps emoticons would
be part of the clue reinforcing the current culture, which is so entrenched in information
and communication technologies.
4.5. Clothes with Which They Identify Themselves
In the analysis of the drawings, it has been detected that, in some cases, the female
representation has been made through figures with long hair, dresses or skirts and acces-
sories, such as handbags. These results agree with Pardo-Arquedo [28] who states that the
representation of the female gender is usually reflected with these attributes and elements,
which could mean that children have internalised the way of dressing according to the
gender norms present in society.
Four boys specified the sex of the human figures in their drawing. They did this
by dressing the girls in skirts (N = 2) or by using different colours according to gender
(N = 2). Girls have put dresses on their drawings (N = 10). In addition, it has been detected
that they are more detailed and add elements such as bows, long hair or drawings to their
clothes. The fact that they do not differentiate between genders in their drawings may be
due to the fact that sportswear is usually unisex.
4.6. Representation of Movement
Of the total number of drawings analysed, nine clearly represent the movement of
figures or elements, such as balls. This characteristic is not typical of the evolutionary
stage in which they are found. Quiroga [29] states that the representation of movement
appears in the last stage of the evolution of children’s drawing, so it can be deduced that
these nine schoolchildren have this ability more developed than their peers of the same
age. According to Urraca-Martínez [27], from the age of five they begin to represent the
movement of inanimate objects such as balls or stones, by including scribbles that simulate
the trajectory of the object.
4.7. Main Elements of the Drawing
Most of the children represent the sports court of the school by painting it blue,
which at first led the researchers to think that they were representing a swimming pool.
After checking that they do not practise swimming during PE lessons and the photos
taken during the visit to the school, it was observed that the blue colour was that of the
gymnasium floor.
Several drawings show trellises, a classical gymnastic instrument found in most of
the gymnasiums built in Spain in the second half of the 20th century and which, although
we know that they are not commonly used, attract the attention of the schoolchildren who
draw them [30,31]. Other portable apparatus frequently used in PE classes and which have
been depicted by the children are balls, hoops and pikes. This is not the case with ropes,
ribbons and balloons, which do not appear.
4.8. Number of Human Figures Present in the Drawing
It is significant that, despite the difficulties in realising the human figure that they
have at this age, most children draw many people, which signifies the maintenance of
the realism typical of the stage and the predominant socialisation in PE classes. The
appearance of several figures implies the staging of their activity and the representation
of movement [27]. Some authors [32,33] point out that the representation of movement
is little studied in children’s drawing, although the need and interest in expressing an
action graphically encourages the youngest children to modify the method they use to
draw movement [22,23].Children 2021, 8, 666 14 of 15
4.9. Facial Expression
In most of the drawings, smiles appear on the faces of schoolchildren. This, although
at this age children are usually happy, means that they enjoy their PE lessons. Carcamo-
Oyarzun [34] states that this fact is positive and contributes to their adherence to continued
PA outside school. Generally speaking, and outside the different categories, it should be
remembered that the ages of the participants are between 6 and 8 years old. They therefore
comprise two different stages, pre-schematic and schematic. As can be seen from the
figures in the manuscript, there are more developed and detailed drawings, and these
usually correspond to older children who have already reached the schematic stage.
The study of the relationship that the children observe between PA and health has
not been specified, because, being so young, it is not possible for them to attend to such a
specific aspect of the subject; however, the research team understands that these studies
lay the foundations for a later deeper knowledge on the part of the schoolchildren of these
medical–social relationships. Nevertheless, in the previous (Section 4.9) reference is made
to PA-Health when Carcamo-Oyarzun is cited. No previous article has been found that
has already studied the vision that schoolchildren have of the PE class through drawings.
Even so, it has been found that this is a good way of finding out about different aspects
and opinions that children may have, and which they often do not know how to express.
This is in line with the idea put forward by Mujica [35] when he states that drawing is
a free and spontaneous means of expression to communicate what cannot be expressed
verbally. Therefore, this type of work can help to improve different aspects of teaching
using the vision of schoolchildren as a starting point. It would be interesting to continue
studying along these lines, learning the opinion on other aspects and modifying some of the
processes followed, such as, for example, having the children draw individually, separated
from the rest of their classmates, so that they cannot copy elements from each other.
5. Conclusions
In response to the proposed aim, with the procedure used and the analysis of the
drawings made by the schoolchildren, it is concluded that the children in the first cycle of
Primary Education enjoy the PE class; they pay attention to details such as the characteris-
tics of the facilities (colour of the gym floor, trellises, basketball hoops, sports equipment);
the figure of the teacher who appears prominent and focal; they understand the socialisa-
tion that takes place in the session as they are surrounded by many classmates; they do not
contemplate health issues because they are too young to understand that this is a quality
of PA.
Specifically, and focusing on the sporting part, it is concluded that schoolchildren
prefer collective games to individual ones, which allows us to understand that they have a
group vision of this subject. The most commonly used sports elements in PE classes are
balls, baskets, pikes, goals, backstops, hoops and cones, elements that can be found in any
educational centre.
Author Contributions: Conceptualization, M.S.-Z. and D.S.-M.; study design, D.S.-M. and M.L.Z.-S.;
data analysis and interpretation, J.C.-Z., A.J.L.-S. and M.S.-Z.; writing—review and editing, J.C.-Z.
and M.L.Z.-S. All authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: The study was conducted according to the guidelines of the
Declaration of Helsinki.
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: The data are not publicly available due to the fact that they concern
elaborations made by minors.
Conflicts of Interest: The authors declare no conflict of interest.Children 2021, 8, 666 15 of 15
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