A Study On The Influence Of Football Coaches’ Coaching Behavior On Pupils’ Sense Of Self-efficacy

In the development stage of school football,in order to encourage more primary school students to participate in football,football into the campus activities have been carried out all over the country.In the training,the coach’s positive teaching behavior can effectively improve the elementary school students’ football skill level and enhance their self-efficacy.In the training,the coach’s teaching behavior can effectively improve the elementary school students’ football skill level and enhance their self-efficacy.In this paper,15 members of the u8-u9 football team of Shang di primary school affiliated to Qing Hua university in Beijing were selected as research subjects to conduct an 8-week intervention experiment.The training includes four themes: passing and catching,shooting,1V1 and 2V1.In the theme of passing and receiving the ball,the coaches mainly practiced the method of passing and receiving the ball in groups;in the theme of shooting the ball,they mainly practiced the technique of strengthening individual shooting;in the theme of 1V1,they mainly improved the technical level of dribbling breakthrough by changing the size of the field;and in the theme of 2V1,they mainly practiced the local tactics.The experiment was designed by a single subject.The coach’s teaching behavior was divided into non-intervention week and intervention week,and the intervention was carried out in turn.The self-efficacy of primary school students in training was measured by the physical education self-efficacy scale of primary school students,and the data changes in the non-intervention week and the intervention week were compared,so as to analyze the effect of coach’s teaching behavior on primary school students’ self-efficacy.Research conclusions:1.In the training,the coach’s teaching behavior has a significant impact on the self-efficacy of primary school students.In the 8-week experiment,there was a significant difference between 2-4-6-8 weeks.There was no significant difference between 1-3-5-7 weeks.Moreover,the level of self-efficacy of primary school students in 2-4-6-8 weeks was higher than that in 1-3-5-7 weeks.In the week without intervention,the self-efficacy of the pupils decreased or remained unchanged,while in the week without intervention,the self-efficacy of the pupils generally increased.2.In the theme of passing and catching the ball training,the frequency of coaches using coaching behaviors in the intervention week is as follows: positive psychological feedback behavior,technical guidance behavior,verbal praise and incentive behavior,tactical guidance behavior,and in-game instruction behavior.After the active intervention,the coach significantly changed the self-efficacy of the pupils.There was a significant difference between the skill training and the competition,but no difference between the skill training.3.In the theme of shot-shooting training,the frequency of coaches’ use of coaching behavior in the intervention week is as follows: verbal praise and incentive behavior,positive psychological feedback behavior,positive demonstration behavior,and tactical guidance behavior.The self-efficacy of the pupils changed significantly after the intervention.There were significant differences in the skill training and skill training,but no differences in the competition.4.In the 1V1 training theme,the frequency of coaches’ use of coaching behavior in the intervention week is as follows: technical guidance behavior,positive psychological feedback behavior,verbal praise and incentive behavior,body action behavior,positive demonstration behavior,and tactical guidance behavior.The self-efficacy of pupils changed significantly after coach intervention.There was a significant improvement in skill practice and technique practice,but no significant change in competition.5.In the 2V1 training theme,the frequency of coaches using coaching behavior in the intervention week is: positive psychological feedback behavior,verbal praise and incentive behavior,technical guidance behavior,tactical guidance behavior,humorous behavior,and open questioning behavior.The self-efficacy of pupils changed significantly after coach intervention.In the technical training session and skill training session have been improved,there is no change in the competition session.6.Between adjacent training subjects,there was a significant difference between the passing and receiving intervention weeks and the shooting without intervention weeks;There were significant differences between the week of shot-shooting intervention and the week of 1V1 no intervention,and between the week of 1V1 intervention and the week of 2V1 no intervention,indicating that the coach’s positive teaching behavior after the intervention had a change on the self-efficacy of primary school students,and the intervention was effective.