Body expression considered the oldest form of communication, was used by humans to create, express, and communicate feelings, emotions, and ideas deliberately and aesthetically (Aparicio et al., 2019). The human body, as articulated by Revilla (2019), has evolved into an instrument used to constantly and involuntarily understand our environment.

Within the educational context, body expression is part of the curriculum across all educational phases and constitutes a subject within the Physical Activity and Sports Sciences degree. It is recognized as a discipline that, through the body and movement, seeks to establish a creative language connecting with internal processes, it sets common elements for communication and creation among individuals (Shinca, 2010). This discipline embodies the artistic and expressive facet of physical activities, aimed at promoting innovative methodological approaches to foster autonomous learning and social skills (Redondo et al., 2019). However, challenges arise as Physical Education teachers struggle with the integration of this educational content into formal teaching, particularly in the context of evaluation.

The challenge intensifies due to the requirement that body expression content be founded on processes such as research, exploration, discovery, and awareness, contrasting with the prevalent use of automation, repetition, and perfection in educational evaluation (Sánchez and Ruano, 2007). This implies applying novel methodologies that lead students to express themselves freely both physically, cognitively, and emotionally (Antolin, 2013). To enrich this experience, teachers can make decisions based on their knowledge, selecting the most appropriate content for the learning context.

One such decision may involve the integration of interdisciplinary content, in this case, the introduction of graphic strategies. Ephemeral drawing, as a graphic element for recording movement and rhythmic pattern, can have various advantages and benefits in the educational field for both students and the overall teaching-learning process.

Integrated teaching has emerged as an innovative and effective pedagogical response in contemporary education. This approach departs from the traditional compartmentalization of disciplines and embraces the interconnection and synergy between different areas of knowledge. this approach embraces interconnection and synergy across different areas of knowledge. As highlighted by Hattie (2020), content integration provides students with a deeper understanding by connecting concepts from various disciplines, fostering more meaningful learning. Authors like Johnson and Johnson (2021) argue that integrated teaching not only promotes knowledge acquisition but also develops cognitive and socioemotional skills crucial for success in the 21st century. At the same time, Perkins (2018) emphasizes that the integrative approach allows students to apply knowledge practically, stimulating their ability to address real-world situations reflectively and adaptively. Current literature highlights the importance of integrated teaching for cultivating critical thinking and creativity (Robinson, 2022). This holistic perspective aligns with the current demand to educate students to face complex challenges and solve problems collaboratively (Gardner, 2019).

In this context, this study seeks to explore the key dimensions of integrated teaching, highlighting its relevance in the current educational landscape and its impact on the holistic development of students.

Therefore, the objective of this study was to understand the perceptions of students enrolled in the body expression subject of the Physical Activity and Sports Sciences degree about the experience of working on body movement by drawing its trajectory.

This study employed a qualitative and exploratory approach, utilizing an emergent design based on the information gathered from participants. The research was conducted in a natural setting, without the intention of generalizing the results. The sample for this study is intentional and consisted of 36 students (28 males and 8 females) with a mean age of 22.4; SD = 3.421, enrolled in the subject of Body Expression Music and Movement, in the Physical Activity and Sports Sciences and Sports degree during the academic year 2023-2024. The aim of this study was to determine students' perceptions of their learning practices through the integrated content of other artistic disciplines. This proposal emerged after integrating the subject´s content of Didactics of Plastic Expression from the Bachelor's degree in Education - Infant and Primary (Jaume I University) into Body Expression Music and Movement in the Physical Activity and Sports Sciences and Sports degree (University of Alicante). Each student responded openly to a question through a written interview asking: How was your experience of drawing the traces left by your body movements? The educational experience took place over two weeks, with three hours allocated per week. Interviews were conducted at the end of the content, allowing a defined time for reflection on the question. The document was collected on the same day. In the field of educational research, the narrative interview serves as a robust and highly effective instrument. The information extracted from narratives undergoes analysis using an inductive methodology, enabling the identification and semantic categorization of the obtained segments. The information was categorized and organized into codes and subcodes, and the main emerging theme of this study was extracted for subsequent conclusions. The central research query is articulated as follows: Has the integration of graphic gesture into body expression been beneficial, as perceived by students in the Physical Activity and Sports Sciences and Sports domain?

The findings, expressed in percentages and absolute frequencies, reveal that 69.2% of the participants have favorable perceptions regarding this educational experience. This group highlights the novelty of the experience, improved understanding of movement, emotional and expressive release, as well as the fun associated with integrating body expression and graphic gesture. Student 5: "It has been a positive experience to be more aware of my own body. Moreover, movements are broader and more precise. At times, you let yourself go, and your mind goes blank, forgetting any concerns of the day." On the other hand, 30.8% of students express unfavorable perceptions. Identified causes include personal limitations such as creativity and movement restrictions, as well as material limitations. Additionally, some participants indicate that they do not perceive a clear learning benefit and mention limited collaboration from their peers. Student 28: "It was a new experience for me; I had never had to do anything like it. So, at the beginning, I struggled a lot to come up with ideas for the work because I had no reference." In conclusion the incorporation of graphic gesture into body expression within the university context, as perceived by students in Physical Activity and Sports Sciences, yields varied outcomes, with the majority being favorable. These findings indicate substantial variability in the reception of this content, underscoring the importance of taking into account individual and contextual differences when applying this educational approach in the university environment. This study could enhance the understanding and promote innovative teaching methods by integrating subjects, strengthening valuable skills, and fostering interpersonal and group abilities. This endeavor is positioned as a fundamental pillar in shaping the education of upcoming professionals, citizens, and leaders.

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