Existing studies on the learning environment of gymnastic skills, protagonists are practitioners of schools and sports clubs, school environment and students of Grade in Physical Activity and Sports Science ( Ariza, 2007; Chanal , Marsh Sarrazin , & Bois, 2005; Gautier, Thouvarecq , and Jacques, 2008; Vernetta, Gutiérrez & Ariza, 2013; Vernetta, Lopez & Delgado, 2009b; Vernetta , Gutiérrez & López, 2009a) among others. Most of them analyse aspects of learning strategies, understood these as "planned behaviors that select and organize cognitive mechanisms, affective and motoric in order to face global or specific learning situations" (Monereo, 1990, p. 23), or decisions made by teachers based on the knowledge acquired, selecting those most appropriate to the context in which places the action of teaching/learning (Pozo & Monereo, 2000). If we stick to the field of teaching physical activities, Sicilia and Delgado (2002) speak of strategy in practice as the specific way of dealing with each of the motor tasks that integrate a "progression of teaching a particular motor skill" (p. 22) and can be used from the different styles of teaching/learning identified in the acquisition of any driving situation.

In one hand the research perspective using the work described above, are largely of a quantitative nature. In the other hand, they have found so far, studies through qualitative research to identify the perceptions, beliefs and/or thoughts of the participants about the teaching/learning of gymnastic skills, being practically nonexistent located in the initial teacher education in Science of Physical Activity and Sport. Quantitative studies include the conducted by Vernetta, Gutiérrez and López (2009a) who, through an experimental study compared the effect of master level model and prior knowledge of the mistake in learning acrobatic gymnastic ability. Recently Vernetta, Gutiérrez, López and Ariza (2013), use the methodological variable, in this case, cooperative learning, to see if there is improvement in learning these skills, using an experimental design. Also quantitative cut is the work carried out by Llamas andMoreno(2004), who tried to find out what was the most appropriate methodology for teaching gymnastic skills at school age. At school level, we can find the study by Pehkonen (2004), who seeks the explanatory factors for learning gymnastic skills.

Therefore, it seems appropriate to tackle the present study whose objective was to ascertain the perceptions of students in 1st Grade in Physical Activity and Sports Science at the Universityof Alicante(Spain) around learning in attending to the compulsory subject Gymnastic and Artistic Skills and make a qualitative methodology. Knowing what students think about their learning, allows teachers to reflect on their teaching activities which should lead to a change in their behavior in order to adapt their performance to the context of the action , along the lines of "research-practical action" (Latorre, 2003, p. 30).

The convenience of using qualitative research are based on statements such as the one made by Flick (2006) when he states that "postmodernism advocates have argued that the era of big stories and theories have passed: now limited accounts require local temporary and situationally" (p. 15).

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