Research on Educational Sport

Identification of Strategies for the Football Kindergarten Model with a Physical Literacy Approach

Document Type : Research Paper

Authors

shabnam gholam ghara gheshlaghi 1
Nasrin Azizian Kohan 2
Mehrdad Moharramzadeh 3
Abbas Naghizadeh-Baghi 4

1 PhD student in Sports Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

2 Professor, Department of Sports management, Faculty of Education Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

3 Professor, Department of Sports Management, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

4 Associate Professor, Department of Sports management, Faculty of Education Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

https://doi.org/10.22089/res.2025.17727.2615
Abstract
Background and Purpose
According to Article 31 of the United Nations Convention on the Rights of the Child and related international frameworks, children's right to play and participate in sports is essential for their physical, mental, and social well-being. For this reason the concept of "physical literacy," defined as the ability to move with competence, confidence, and motivation across the lifespan, has become increasingly important. Nonetheless, grassroots football in many countries, including Iran, faces structural and educational barriers that limit children's holistic development. This paper proposes a "football kindergarten model" grounded in the physical literacy approach to create a child-centered grassroots football educational framework. The model aims to provide quality sporting experiences during early childhood, promoting not only future athletic excellence but also lifelong active and healthy lifestyles. This study is novel, addressing a research gap in the Iranian context.
Methods
This study aimed to identify strategies for the football kindergarten model with a focus on physical literacy. It employed a qualitative, exploratory design with an applied purpose, using thematic analysis to interpret data. Purposeful, non-random sampling was used to select participants. Initially, experts were identified and interviewed, after which they recommended other qualified individuals (Razavi et al., 2012). This approach ensured access to comprehensive and reliable data from specialists.The sample included 18 experts comprising university academics, youth football managers and coaches, and child development specialists, all with high-level academic or technical experience in related fields such as youth football, child education, and physical literacy. Semi-structured interviews were conducted until theoretical saturation was reached, meaning no new information emerged. Initial contact was made via online invitations that introduced the research and outlined its general questions and procedures. Interviews took place between May 20 and November 6, 2024, each lasting 20 to 45 minutes, resulting in 51 pages of transcribed text. Interview questions were developed based on literature review and research objectives. After consultation with field specialists, a pilot study was conducted to refine the questions for clarity and relevance. Data analysis involved three stages: transcription and initial coding to identify preliminary themes; detailed interpretation and thematic network development; and synthesis of findings into the final report. Triangulation of data sources, including interview notes and multiple documents, enhanced credibility. Intercoder reliability was assessed by two independent coders using MAXQDA software, and Fleiss' Kappa coefficient was calculated as 0.80 via SPSS, indicating strong agreement and confirming the trustworthiness of the qualitative findings.
Results
The results of the present study, conducted with the aim of identifying strategies for the Football Kindergarten model based on physical literacy and through a qualitative analysis of semi-structured interviews with 18 experts and specialists in the fields of grassroots football, child education, and physical literacy, revealed that 101 open codes were extracted and organized into 20 sub-themes and ultimately 6 main themes. These six main themes include: human resources (human resource development, staff skills and competencies, workforce); venue and space (appropriate play area, welfare facilities, suitable location); educational content (necessary actions regarding hydration and nutrition in working with children, designing child-centered programs focusing on enjoyment and happiness, technology, coach education content, child class content); establishment (licenses and regulations); organizational actions (monitoring and evaluation, advertising and marketing, research and development, supporter network formation, organizational definition, services, management); and teaching tools (facilities and equipment). This conceptual structure provides a comprehensive framework for developing the Football Kindergarten model with a physical literacy approach, emphasizing the use of appropriate and motivating equipment, targeted coach education, organizational support and implementation of a care system, safe and participatory spatial design, and enhancement of human resource quality. The findings also highlight the importance of play-based teaching methods, avoiding premature specialization, attention to nutritional needs, and effective interaction with parents. The validity analyses, including data triangulation and a Fleiss' kappa coefficient of 0.80, provided strong evidence for the reliability of the findings. Overall, this research offers clear practical and scientific pathways for designing and optimizing a physical literacy–based Football Kindergarten model in Iran.
Conclusion
This research identifies key strategies in the "Football Kindergarten" model with a physical literacy approach. Essential factors include providing appropriate educational tools and facilities to enhance children's skill development and motivation. Organizational actions such as continuous monitoring, marketing, research, and effective management create a sustainable, child-centered environment. Legal compliance in establishment processes ensures stability and growth amid complex regulations. Updated, child-focused educational content that integrates enjoyment and technology significantly improves learning outcomes. Properly designed play spaces and amenities contribute to children's physical, social, and cognitive development. Finally, specialized and trained human resources are crucial for delivering quality education tailored to children's needs, boosting physical literacy and participation. These integrated components form a solid foundation for holistic development in children's football programs.
Article message
Integrating football training with physical literacy education for children enhances their motor skills, cognitive development, and motivation for physical activity. This approach contributes to an active lifestyle and improves the overall quality of life in children; therefore, related strategies should be implemented.
Acknowledgments
We express our sincere gratitude to the participants and collaborating experts involved in this research.
 
 

Keywords

Children's football
football kindergarten
the child-centered model
physical literacy
long-term development of athletes
Subjects
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Research on Educational Sport
Volume 13, Issue 41
Winter 2026
Pages 17-40

  • Receive Date 15 March 2025
  • Revise Date 11 August 2025
  • Accept Date 21 August 2025

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