Research On The Effectiveness Of Special Training For School Principals Of Campus Football Special Schools In Hunan Province

In order to compact the responsibility of principals,help principals of schools with special characteristics understand the situation,improve the realm,fully grasp the relevant policies and development trends of youth campus soccer,clarify the basic requirements for creating and managing schools with special characteristics of campus soccer,and enhance the basic ability to organize and implement campus soccer activities,Hunan Province held the principals of schools with special characteristics of campus soccer for five consecutive years from 2015 to 2019,and certain results have been achieved.In order to further improve the effect of the special training for school soccer principals,the implementation process and the effect of the special training for school soccer principals in Hunan Province were comprehensively examined by using literature,on-site survey,expert interview,and questionnaire,and by using Koch’s four-level assessment theory to collect evaluation information from four aspects: training response,learning gain,behavioral change,and outcome creation.The results showed that the mean value of training reaction was 3.2998,with the lowest score,and the participants’ feelings and reactions to the training were relatively poor;the mean value of learning gain was 3.8117,with the highest score,and the participants’ sense of learning gain was relatively strong;the mean value of behavior change was 3.7347,and the training had a positive impact on the participants’ behavior and ability to guide campus soccer;the mean value of outcome creation was 3.5199,with the highest score.The training had a more positive effect on the participants themselves and the teachers,students and school soccer work in the participants’ schools.In general,the special training for principals has achieved certain results,but the following problems still exist: insufficient cognition of trainees and low motivation to participate in training;insufficient teachers and few professional experts;lax identity audit and more non-principal trainees;insufficient training days and unreasonable training time;poor content setting and single form of training;insufficient training funds and lax management links.The study suggests that: the cognitive attitude of trainees should be improved;the faculty should select high-quality lecturers in all aspects;the identity audit of training principals should be strictly reviewed;the training time should be reasonably arranged;the teaching content and methods should be appropriately adjusted;the management service should increase the funding and strictly control the quality of management and governance.