Adherence to school soccer: unconditioned flow and emotion regulation

School soccer is an extracurricular activity with high participation levels and intense involvement. Families invest their efforts in accompanying their children with expectations of its socializing potential and pleasure associated with the motor game. Discipline and competitiveness have a role in the learning children construct in this socio-educational setting. This study explores school soccer's high participation and family involvement, aiming to understand its socializing potential, motor game enjoyment, discipline, and competitiveness within this socio-educational context, in order to optimize the establishment of sport for children and align it with age-appropriate pedagogical interests. The research is based on a multiple-case study in which participant observation guides the methodological complementarity of interviews with teachers, and the use of qualitative data of images. A total of 85 pupils (5 girls and 80 boys) aged six and seven from 17 different schools were accompanied during their school soccer competitions, amounting to 181 observation sessions in one academic year. Findings are organized into three emerging categories: Enjoying the present (Children's flow, Freedom, Escapism), Friendship in the team (Satisfaction, Esteem, Role-based socialization), and Emotional trigger (Uncertainty, Emotional release, Emotional atmosphere). Among these, children's flow was the most referenced subcategory (195 occurrences), followed by emotional release (189) and uncertainty (181), confirming its role as a key driver of adherence to school soccer. Flow fosters a friendly environment, esteem, and positive emotions. While children's enjoyment dominates, adults also experience comfort and socialization. Esteem and satisfaction are reciprocal, reinforcing the setting around children's flow. Emotions linked to competition shape friendships and adherence, as school soccer acts as an emotional trigger influencing team dynamics and social relationships. These findings suggest preserving spaces for free play and promoting pedagogical coordination between coaches and families to manage training and emotional climates during competitive events.