Research On The Diagnosis And Promotion Of The Competence Of Coaches Of High-level Football Teams In Colleges And Universities Of China

Nowadays,campus-football is being carried out fiercely,from the cultivation of the most basic elementary school interest to the obsession with football in college,among which the football coaches are indispensable.And because of the rapid development of campus football,the school is increasingly in need of football coaches.However,while forming a team of strong football coaches,the problem of football-coaches' competencies is particularly prominent in the development process.How can we effectively improve the football coaches' competence from the three aspects of personal,school and on-the-job training? This one question is the startingand end point of this research.This research adopts a hybrid research method,and strives to corroborate and integrate quantitative research and qualitative research.This study investigates the following issues: First,a questionnaire survey was used to collect data on the coaches of the 32 football teams participating in the Adidas2018-2019 National College Student Football League,to understand the coaches' evaluation of participation in training,experience and other conditions;Followed by interviews with 4 college football team coaches on coach competence,post-service training,promotion paths,self-evaluation,etc.,using Nvivo 11.0 qualitative analysis software to encode and organize the interview data in which several affects are measured in the competence of coaches and effective promotion paths.Finally,the corresponding research conclusions are drawn,and corresponding suggestions and countermeasures are proposed.The deficiencies of the research content are reflected and summarized,and the future research is expressed.The conclusions of this study are as follows:1.Reveals the current status of the competence of college football coaches from the overall and sub-dimension.Whether it is in terms of overall or cognitive competence,motivation and action,business ability,personal characteristics,and influencing other people's competency dimensions,college football coaches have little difference and are basically at a medium level,which needs to be further improved.2.Reveals the overall characteristics of the competence of college football coaches from the three levels of professional title,education and age.The characteristics of the competence of college football coaches in different ages are as follows: the older they are,the stronger their competence is.The characteristics of different professional titles are that the higher the title of the coach,the higher their competence;The characteristics of different academic qualifications are: the higher the academic qualifications,the stronger their competence and the competence of the two lower age coaches(21-30,31-40)does not have a significant difference.3.The three dimensions of professional title,education and age reveal the characteristics of the competency of college football coaches.The characteristics of the different dimensions of the competence of college football coaches in different ages are: the coach's ability to influence other people's abilities,motivation and action,cognitive ability and personal characteristics increases with age;There are significant differences between coaches at the ages of21-30 and 31-40 years compared to coaches at the age of 51-60;the characteristics of different professional titles are the cognitive ability of the coaches,motivation and action,business ability,personal characteristics,ability to influence others basically follow the title.The stronger these competencies dimensions,the characteristics of different educational backgrounds,the higher the qualifications of coaches in all dimensions of competency,the strong the performance should be than the coach with low education.4.Reveals the influencing factors of the competence development of college football coaches from the perspectives of individual,on-the-job training,and schoolThe factors that affect the competence development of college football coaches are manifested in three dimensions: personality,on-the-job training and school.Personally,one is that the coaching school's in-service school is responsible for most of the teaching work and conflicts with the training time.The second is that the training costs are higher.The coaches have increased living pressure while bearing the costs.The third is that the family needs to take care of the elderly and children.This will affect the on-the-job training of coaches.In terms of on-the-job training,the utilitarian and mechanical nature of on-the-job training purposes,the training content is not targeted,cannot solve practical problems.The professional level of training teachers is not high and the training mechanism exists.Problems such as the training time and the arrangements of training-places have limited the development of coaches' competences.In terms of schooling coaches,out-of-school training are not receiving good support from the school,including reimbursement of training funds and adjustment of teaching tasks before out-of-training.It is perceived as difficult work.5.Constructing strategies for improving the competence development of college football coaches from different dimensionsFirst of all,through the interview method,the strategies for improving the competence of college football coaches in various dimensions were refined.Among them,in terms of motivation and action,coaches should follow the principles of responsibility,dedication,school support,learning,practice,reflection,re-learning,video training methods,improvement of their football foundation,training class learning and care.Twelve specific strategies for the improvement of team members and personal experiences,handling the relationship between personal teaching and training,and maintaining a positive attitude.In terms of personal characteristics,coaches should follow the self-adjustment of mentality,formalize their own psychological experience by participating in training classes,so they can improve.In terms of cognitive ability,coaches should follow the three strategies of actively participating in domestic and foreign training,changing mechanical thinking and summing up personal experiences.In terms of influencing others,coaches need to follow team-activities to enhance mutual understanding,focus on team-awareness-education,make rules and strictly follow-up on them and rely on personal assimilation.Next to that,give feedback and deal with conflicts during the training process should enable to make things easier.This will learn to understand the problems from the perspective of students.Further,gaining relevant experience by watching training-videos,see other coaches practice,actively communication,care, respect their students,being a good teacher and friend to giving full value to the role of team members.A good advise it to learn from books to improve;in terms of business ability.Coaches should follow the focus on self-knowledge to keep updated on personal development.This will allow focus on the team's emotional input,keep a clear overview and reflection in practice and,control the general direction in training by ask more questions.Important is to let team members think for themselves,learn to reflect,understand the responsibilities of the coach and learn from outstanding coaches.Eleven specific strategies to improve yourself by learning and using network resources,learning from books,learning from training classes and actively communicating.Secondly,according to the current problems of the current campus football training reflected by the coaches in the interview method,a "problem-based coach training program” for the development of college football coaches' competence development" was constructed,which includes 4 dimensions.The four specific dimensions are "establishing the correct training concept","improving the adaptability and problem orientation of training content","selecting training teachers to create a variety of training courses","unblocking training mechanisms and improving training-levels of diversity and mobility flexibility".These dimensions point to training purpose,training content,training-teachers,training mechanism,etc.,respectively from what training-concepts need to be corrected.