A Study Of The Competence Model Of Primary School Footbal L Coaches In Shan Dong

With the introduction of the "China Football Reform Overall Plan" at the 18 th CPC National Congress,campus football has risen to become a national strategy.Campus football activities have been extensively carried out and various infrastructures have been gradually improved,but with it come the urgent demand for high-level and high-quality campus football coaches.Primary schools need the ability and ideals as the cornerstone of campus football.Coaches join.In order for the school to cultivate outstanding football talents and develop the school's campus football culture,it is also indispensable for excellent coaches to join.So far,the training and education level of primary school campus football coaches has become one of the main factors restricting the improvement of primary school campus football.As a major province of football talents,Shandong people have a high enthusiasm for football,and more and more children have begun to engage in school football.To meet this demand,Shandong Province needs more outstanding football coaches.Competency theory is one of the means in the field of management that can distinguish outstanding and ordinary practitioners.It is the focus of this study to determine the competencies and qualities needed by excellent coaches with the help of competency theory.In this paper,the competence characteristics of football coaches in primary school campuses in Shandong Province are studied and the competence characteristics model is constructed through literature data method,behavior event interview method,Delphi method,questionnaire survey method and mathematical statistics method.On this basis,suggestions are made for its application.First of all,the preliminary competency indicators were refined through literature data method and behavioral event interview method.Secondly,the reliability of the index was verified by Delphi method,and the competence characteristic measurement scale was prepared according to the index.The questionnaire survey method and mathematical statistics method were used to analyze the scale mathematically.Finally,the theory of competency model for football coaches in primary schools in Shandong Province was proposed and verified.The following conclusions were reached:The competency model of football coaches in Shandong primary school campuses includes: professional competence,personal traits,management ability,and cognitive ability.There are 14 competency indicators in four dimensions.Professional competencies include training plan development,team building,student development,demonstration and coaching,and observation.Personal traits include achievement motivation,patience,and emotional management.Management capabilities include overall coordination,communication skills,and leadership.Cognitive abilities include thinking and reflection,football professional experience and good learning.Through exploratory factor results,it is proved that the dimensions of competency are consistent with the theoretical structure.Confirmatory factor analysis proves that the competency model is consistent with the ideal model,which makes the research on the competency theory of football coaches in Shandong primary schools more authentic and credible.A comparative analysis of other competence models confirms that there is a significantdifference between the competency model of primary school football in Shandong Province and other models.Combining with the characteristics of campus football competence in Shandong Province,suggestions are made on the selection,career planning,training and performance evaluation of campus football coaches.(1)Adjust the recruitment mechanism.Not only assess the professional ability of individuals,but also focus on the assessment of personal potential factors.(2)Make recommendations for coaches' career planning,help coaches understand their deficiencies and correct them in future work.(3)For the coach training,put forward a theory based on competence characteristics,increase coaches' more communication in training,and use the problems encountered in practice as an example to provide a variety of teaching styles.(4)The evaluation of performance is not only concerned about the past performance of the coach,but also the future development of the coach and the future development of the team.