Extended Abstract
Background and Purpose
Despite the increasing growth of gamification in children's sports, there are still significant gaps in this area that have limited its effectiveness. First, many existing studies are theoretical and general and lack localization appropriate to the cultural and social characteristics of each society. This has made the practical application of gamification in children's sports environments challenging. Second, the key role of coaches in implementing this approach has been ignored; while empowerment, training, and assessment of coaches' attitudes and skills are essential for the effective implementation of gamification. Third, current policies in grassroots sports focus more on performance and championship competition than on motivation and participation, which has prevented sufficient support for innovative and motivational programs. Fourth, the psychological and individual characteristics of children, as the main audience, are not properly considered in program design; as a result, many programs are unable to create sustainable motivation. Finally, the lack of interdisciplinary and applied research has hindered the development of comprehensive gamification models. For effective transformation in children's sports, there is a need for indigenous, multidisciplinary, and action-based research that can systematically fill these gaps.
Methods
The present study was conducted qualitatively using the grounded theory method in the systematic manner of Strauss and Corbin (1990). The statistical population consisted of elementary school physical education teachers who were selected based on criteria such as at least five years of professional teaching experience, education related to sports science, familiarity with child development concepts, and direct involvement in planning and implementing sports activities. The ability to actively participate and transfer professional experiences was also considered a necessary condition. Sampling was carried out using the snowball method and judgmental sampling to achieve theoretical saturation; this process was completed by conducting 15 interviews over six months. Data were collected using an inductive approach, and for greater richness, exploratory interviews and library resources were used. The validity of the research was measured with criteria such as sample suitability, content validity of the interviews, and the level of agreement between coders. During the process, feedback was provided after each interview, and participants were included in the analysis process without creating a bias in their responses. Also, the initial conceptual model was provided to the participant after each interview to take into account their supplementary comments. Data collection continued until no new information was obtained and theoretical saturation was achieved. Data reliability was assessed using four quantitative indicators: Holst coefficient (0.855), Scott p-coefficient (0.820), Cohen's kappa index (0.746), and Krippendorff alpha (0.710), all of which are within the acceptable range. Data analysis was performed simultaneously with data collection in three coding stages: open coding (breaking down the data and forming initial categories), axial coding (identifying and connecting categories related to the axial variable), and selective coding (combining the findings into a final theory). A continuous comparison method was used to merge, separate, or reinforce categories to form the theoretical structure of the research. This final model, based on the field experience of the participants and theoretical support from the available resources, provides a clear view of the key components and the relationships between them in the context of gamification of children's sports.
Results
In this study, four categories are considered: changing lifestyles of families and educational environments, lack of new motivational approaches in children's sports education, dominance of digital game culture and non-motorized entertainment, and decline in children's sports motivation in traditional systems as causal conditions; psychological and behavioral characteristics of children, educational infrastructure and sports environment, and cultural and social system governing children's sports as the main contextual factors; and qualification and attitude of sports coaches, and children's sports planning and policy-making system as intervening categories. Considering the set of concepts extracted from the analysis of interviews and final codes, the researcher named the subcategory of the strategy section: designing and implementing a gamification-based training program for children. The last section of the gamification model in sports with the approach of promoting children's sports motivation includes increasing children's motivation and psychological involvement in sports activities, strengthening children's social and behavioral skills in the context of sports, changing basic sports training methods, increasing sustainable participation, and reducing sports attrition in children.
Conclusion
Therefore, the outcomes identified in this study clearly demonstrate the importance of the gamification approach in children's sports and emphasize that investment in this area can have widespread effects on improving the quality of life, physical and mental health, and the development of children's social skills. These outcomes also provide a useful framework for policymakers, coaches, and children's sports practitioners to design and implement more effective motivational and educational programs with a comprehensive and practical approach. In order to practically utilize the research findings, it is suggested that sports coaches be trained in specialized gamification courses and strengthen their skills in designing creative and participatory programs, and that the structure of exercises be defined with gradual progression stages and attractive missions to increase children's intrinsic motivation; creating child-centered sports environments with safe equipment and utilizing game-centered digital technologies can increase the attractiveness of exercises and help improve the interaction between coaches and children; sports policymakers need to provide formal frameworks and sufficient financial resources to implement gamification programs and design an effective monitoring and evaluation system for continuous improvement; parents and families can also play an effective supporting role by raising awareness and culture about the importance of gamification and active participation in children's sports; finally, developing educational and recreational programs with an emphasis on children's social and psychological skills can lead to the promotion of sustainable motivation and overall health of children in sports.
Article Message
This study presents a gamification model in sports aimed at enhancing children's sports motivation and examines the role of psychological, cultural, and educational factors in increasing participation and improving children's sporting behavior.
Ethical Considerations
In this study, all ethical considerations were observed, including obtaining informed consent from participants, ensuring confidentiality and anonymity of information, respecting participants' individual and professional rights, and using the data responsibly in accordance with research ethics principles.
Authors' Contributions
Conceptualization: Mohammad Jalal, Mohammad Soltan Hosseini
Data Collection: Mohammad Soltan Hosseini, Masoud Naderian Jahromi
Data Analysis: Mohammad Jalal, Masoud Naderian Jahromi
Manuscript Writing: Mohammad Jalal, Mohammad Soltan Hosseini
Review and Editing: Mohammad Jalal, Mohammad Soltan Hosseini, Masoud Naderian Jahromi
Literature Review: Masoud Naderian Jahromi, Mohsen Vahdani
Project Administration: Mohammad Jalal
Other Contributions: Mohsen Vahdani
Conflict of Interest
According to the authors, this article has no conflict of interest.
Acknowledgments
In this section, the name(s) of the financial supporter(s) that contributed to conducting the research and preparing the article are mentioned, and all individuals or groups who collaborated in the study are acknowledged and appreciated.