Study On Chinese Athletics Coaches’ Post Training System

The training of Chinese Athletics coaches is closely related to the strategic issues of the success of Chinese Athletics. However, there are still a series of problems existed in the current Chinese Athletics coaches’post training system, which is considered to be the main part of the Athletics coaches’training work in China. In this study, some research methods including literature, questionnaire, expert interviews, and mathematical statistics are used. Through the analysis and research of both Chinese Athletics coaches’post training system and IAAF coaches’education and certification system (CECS), we try to find the applicable experience and advanced methods in IAAF CECS system, and apply them into Chinese Athletics coaches’post training system in order to solve its main problems. Moreover, with the combination of the actual situation in China, we try to find the future improvement direction of Chinese Athletics coaches’post training system, and provide the useful references and suggestions for the sustainable development of our system. The main conclusions of this study are as follows:In the aspects of the orientation of strategic goal, the analysis of training needs, the organization and implementation of training, and the evaluation of training effectiveness of Chinese Athletics coaches’post training system, there lies a great opportunity of development and potential of improvement.IAAF CECS System has a certain reference value for the development of Chinese Athletics coaches’post training system. The main reference aspects are as follows:put emphasis on the arrangement of practice course and training plan design course in the curriculum; focus on the adoption of student-based "independent learning" method in teaching methods; pay attention to the application of electronic materials courseware on the basis of the development of rich traditional teaching materials; put emphasis on the construction of lecturers’qualification and certification system; and conduct the assessment work on both the reactive level and learning level.The innovation model of Chinese Athletics coaches’post training system is to reform the system’s institution, innovate the curriculum structure of the system, construct the lecturers’training and certification system, and improve its assessment system.Chinese Athletics coaches’post training work, to some extent, has deviated from the essence of post training. It’s difficult to take into account the actual needs of different types of trainees, and the post training system needs further reform.The innovation strategies of the curriculum structure of Chinese Athletics coaches’post training system are as follows:To begin with, the curriculum content should be innovated. We suggest that the IAAF CECS Level I course be introduced into our primary training.course, and increase the training plan design course, event practice course, and coaching practice course into the intermediate and advanced training courses of our system; then, the teaching methods should be innovated. We suggest that the practice-oriented training method, video analysis method, case analysis method, as well as the inquiry teaching method be increased in our system; finally, the teaching materials should be innovated. We should stress on the development and application of electronic courseware materials on the basis of the application of IAAF teaching materials.Chinese Athletics coaches’post training system should put emphasis on the construction of lecturers’qualifitation and certification system; establish the standardized lecturers’training and management system for the provincial and municipal training courses, and the training system for the high level lecturers.The innovation strategies of the assessment system of Chinese Athletics coaches’post training system are as follows:strengthening the standardization and diversification of training assessment forms and establishing reasonable assessment elimination institution on the learning level, conducting the lecturers’and training courses’ assessment work on the reactive level, and gradually integrating the survey and assessment work of the trainees into our system on the behavioral and outcome levels.