Experimental Research On The Application Of Football General Course In Guangzhou University Of Physical Education

Football has influenced and penetrated into all aspects of today’s society,and the society has put forward higher requirements for football talents training.Sports colleges and universities have the advantages of talents training teachers and infrastructure resources,and are an important base for football talent training and export.The football general course of Guangzhou Institute of Physical Education is the core compulsory course of physical education major,and it is of great significance to improve the teaching quality and effect of the football general course.At present,in the general football courses under the conventional teaching mode focus more on technology,but ignore the game.Morever,the technical teaching effect is not ideal,which also makes students’ ability to use the competition technology insufficient.Some studies have shown that the competition teaching method has a good effect on improving the students’ ability to use technology in the competition.Therefore,in order to solve the deficiencies in football general course teaching,this study tries to use the competition teaching method in football general course,so as to verify its teaching effect in students’ technical application ability,basic football technology,physical quality and interest in football learning.This paper takes the teaching experiment method as the leading method,comprehensively uses the literature data method,expert interview method,questionnaire survey method,mathematical statistics method and other research methods,and takes the experiment of football general teaching method in Guangzhou Sports University as the research object.The experimental subjects are the 2021 physical education major students from Guangzhou University of Physical Education.Among them,class 5 of physical education 2021 was the experimental group(22 boys)and class 11 of physical education 2021 was the control group(21 boys).Students in both groups were given a 54-hour teaching experiment with 27 classes for 16 weeks in one semester,and each class lasted for 80 minutes.Before and after the experimental intervention,the students in the two groups were tested on four indicators: football match technical statistics,football skills,physical fitness and interest in football learning.SPSS26.0 was used to analyze the differences between the two groups before and after the experiment.The research results are as follows:1.The application index of football technology in the student competition.The experimental group and the control group have seven indexes: passing,catching,breakthrough,fake action,fake action,shooting and steals the ball.Except the steals the ball index of the two groups and the shooting index of the experimental group,there are significant differences between the two groups;After the experiment,there was significant difference between the two groups(except steals the ball index).2.All the indicators of student football technology.The experimental group and the control group reversed the ball,25 m kick,50 m shot around the rod,and 5 m X 8dribble on the left and right foot,and there was a significant difference between the two groups after the experiment.3.Students’ physical quality indicators.In the control group and the 1000 m run,standing long jump,turn-back run,sitting forward flexion and triangle run,except in the control group,the two groups showed no significant difference in sitting forward flexion,1000 run and standing long jump,and the two groups in turn-back and triangle run after the experiment.4.The indicators of students’ interest in football.In terms of football enthusiasm,performance in competition,sports participation and independent inquiry learning,except for the control group,the other three indicators of the football enthusiasm were significantly different in the two groups,and there were significant differences between the two groups after the experiment.Conclusion: 1.The two methods have no obvious teaching effect in steals the ball index,and the teaching effect of competition teaching method is better than that of conventional teaching method in passing,catching,feinting and shooting,and the conventional teaching method is better in breaking and handling the ball.2.The teaching method of competition is more conducive to the technical learning of complex movement structure,such as shooting around the pole,5 m X 8dribbling on left foot and 5 m X 8 dribbling dribbling with right foot.The conventional teaching method is more conductive to the learning of techniques with simple movement structure,such as bouncing the ball on the instep and kicking 25 meters.3.The teaching effect of the 5X25 m return running and triangle running is better than that of the conventional teaching method.The conventional teaching method and the competition teaching method have no improvement effect on the sitting position,the two methods in the standing long jump,1000 meters running two indicators have4.The competition teaching method has obvious teaching effect in the four football interest degree indexes and is better than the conventional teaching method.The conventional teaching method has obvious teaching effect in the performance of obvious teaching effect and the effect is consistent.the competition,independent inquiry ability and sports participation degree.Suggestions: 1.Appropriate increase the practice content of competition scenes;2.Basic technology should choose appropriate teaching methods according to technical characteristics;3.The physical quality practice should increase flexibility practice.