教育部為了使足球向下扎根，辦理「國民小學樂樂足球計劃」。近年體育教學由教師教學中心轉變為學生學習中心取向，孕育出理解式球類教學法。樂樂足球是以足球遊戲進行學習，與理解式教學理念相同。若能了解學生在足球遊戲中如何「玩」，則可設計適合的樂樂足球遊戲教材。結果顯示，學童在學習初期足球遊戲成功得分之情形，以簡單的型式為主。其中前場取得球得分的頻率較高；其次有中、後場取得球得分；前場接獲傳球得分；中、後場接獲傳球得分的方式，對此階段學童是組織進攻策略的起步階段。影響學童足球遊戲型式的因素會與性別與能力的職務分工、攻防組織和技能有關。因此，這些遊戲型式與影響因素可作為體育教師進行樂樂足球教材設計之參考，提供學生更優質的學習。

In order to promote the youth soccer for pupils, the Ministry of Education advocates "Happy Soccer" program for elementary school. Recently, physical education teaching has been teachers centered changed into student learning-center. Teaching Games for Understanding (TGfU) is one of the suitable learners centered models. The happy soccer is a reduced version soccer game to learn and the concept of TGFU as well. If one understands pupils how to "play" in soccer games, then it can help teachers to design suitable didactical soccer games. The results showed that, according to the way of scoring, students' configurations of play in the early learning period were simple. It was the most easily to observe that players interruption the ball and shoot at the goal in the front court; followed in the backcourt to interruption the ball score; field received a passing score; received a passing score. After this stage, pupils were in the initial stage of the organizational attack strategy. Factors affecting the organization of school football game were related to gender, ability, the duties of offensive, defensive organization, and skills. Therefore, these forms of organization and influencing factors can be considered as the designing factors of teaching materials for physical education teachers, in order to increase the quality of learning.