Sport education and gender in primary Physical Education: a badminton experience analysed through drawings
DOI:
https://doi.org/10.55040/afa1mc56Keywords:
physical education, sport education, drawing, gender perspective, primary educationAbstract
The study analyses the experiences and perceptions of primary school children following a badminton learning situation based on the Sport Education Model (SEM), specifically evaluating how gender modulates the experience. A qualitative methodological design was applied with 44 sixth-grade students (10-11 years old; 26 boys and 18 girls). After a 10-session intervention, data were collected through projective drawings produced by the students and the teacher's field diary. The information was subjected to hybrid visual content analysis and methodological triangulation. A marked gender differentiation was identified. Boys prioritised the representation of competition (57.69%), whereas girls significantly highlighted inclusion (38.89%). Nevertheless, socio-affective categories such as enjoyment and affiliation acted as strong cohesive factors for both groups. The SEM proves to be an effective pedagogical framework for promoting a comprehensive sports culture, satisfying the female demand for inclusive spaces and positively channelling the male competitive orientation. Furthermore, drawing is confirmed as a rigorous research instrument to make socio-affective dynamics visible at early ages.
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