Pedagogical intentionality in walking football: fostering sustained participation and development among older adults.

The growing population aging demands physical practices that promote health, inclusion, and autonomy. In this context, Walking Football (WF) emerges as an adapted sport for older adults, characterized by the absence of running and physical contact, creating a safe and inclusive environment. Although the physical, psychological, and social benefits of WF are well documented, less is known about how pedagogical intentionality is enacted in practice and how it supports sustained participation and development. Therefore, this study examined how pedagogical intentionality was enacted through pedagogical mediation and the construction of a learning environment in a WF program for older adults. This study was conducted with twelve participants aged 50 and older with no prior experience in the sport, who participated in a WF sports project for eight months, with sessions held twice a week. Data were collected through semi-structured interviews and analyzed using Reflexive Thematic Analysis. The findings indicate that sustained participation and development were supported by dialogic pedagogical mediation, continuous adaptation, and the intentional design of a supportive learning environment. Adapting activities proved essential to ensuring safety and equitable participation. Fundamentally, the promotion of a welcoming environment strengthened autonomy and confidence, while social bonds emerged as the central element for motivation. It is concluded that intentional and pedagogical mediation practices transform the practice, reinforcing the sport not merely as an adapted sport, but as a space for learning and social belonging for active aging.