Exploring socio-educational learning transfer between school and non-formal school football in six- and seven-year-old children

Abstract

ABSTRACT Background Extracurricular activities are an inexorable training complement to the curricular learning promoted at school. Among the spectrum of possibilities, physical and sports activities stand out. School football is a privileged activity in the Spanish context due to its volume of participation and involvement. The educational-sports institutionalization of the child converges between the formal curricular planning of the school and the dynamic learning in extracurricular activities. Purpose This study aims to understand the main educational implications in the transfer of learning between the non-formal environment of school football and school, in order to seek optimization of monitoring strategies. Method An ethnographic case study design is presented, where 57 six-year-old and 44 seven-year-olds schoolchildren are accompanied during their first and second year of participation in football through participant observation. 207 observation sessions include families, relatives, rival teams, monitors and organizers and are carried out between matches, training sessions and school breaks, which are complemented by interviews with 21 of their teachers. Results The results categorize four outstanding learning transfer areas: quasi-schooling, socialization, Construction of a competitive identity and self-assessment. First, quasi-schooling, that represents the mobilization of curricular contents in school and in the family environment through football, combines formal teaching and non-formal learning environments. Balancing extracurricular activities, such as football, with academic responsibilities is a challenge. Football serves as a valuable educational tool, linking it to curriculum content, promoting healthy habits, and establishing connections with students. Second, football-mediated socialization revolves around the complex network of relationships within school football. It fosters social skills and cooperation among team members, while also highlighting social hierarchies based on skill levels. Those who enjoy football form close-knit groups, impacting classroom dynamics. Third, construction of a competitive identity involves the child's self-esteem and adaptation to team roles. Expectations, attributed profiles, emotional management, competitive morality, and self-esteem are key factors in shaping the child's identity within the competitive football environment. Finally, Evaluation in football is predominantly result-oriented, with judgments made by adults based on performance. Children internalize this perspective, creating their own self-assessment standards focused on quantifiable success and individual contributions to the team's outcome. Conclusion The study highlights the importance of coordination between school football and formal education. Communication among educational agents (families, educators and sports monitors) is crucial for optimizing children's learning. School football strengthens the educational relationship, promotes knowledge transfer, and enhances children's identity. Addressing conflicts, developing social skills, and fostering a healthy understanding of competition are recommended. Coordinating extracurricular activities is essential for meaningful and equitable education, bridging educational and social gaps.