Abstract
In recent years, the application of artificial intelligence in various fields of education has increasingly become a social hotspot, and people have begun to use the research of artificial intelligence as a means to promote the development of education. Promoting teaching equality and improving the quality of education through AI is an important breakthrough in achieving educational development. Soccer is the number one sport in the world, and generally speaking the level of development of soccer indicates the level of development of sports in that country. This study combines artificial intelligence technology and deep learning methods with school soccer to solve school soccer development problems from a technical perspective, which has certain practical significance, fills the research gap in this field, and promotes the development of this field. Therefore, how to use artificial intelligence and deep learning to develop soccer teaching in schools is of great significance. The article proceeds according to the idea of asking questions to solve problems, this paper firstly explains the research on technologies such as artificial intelligence and deep learning, after that, we deeply investigate the dilemma of school soccer development, through questionnaire method and field interview method we come up with the current situation of low overall satisfaction of school soccer participation, concentration of participation grades and low level of skill learning, for which we propose to improve the underlying data of artificial intelligence for these problems, the Promote the integration of AI and education, and the development of AI in education driven by big data strategies. Finally, the research content of the paper is summarized. This paper is innovative and professional in addressing the dilemmas in education from a technical perspective.
Introduction
At present, stimulated by artificial intelligence, the industry has invested a lot of money in the field of education, especially in the field of basic vocational education in China. Artificial intelligence can identify and apply the facial expression features of students, and can analyze students’ learning emotions [1]. Artificial intelligence can take the subject knowledge model as the design core, and provide students with adaptive learning services based on knowledge and ability recognition technology [2]. Some scholars take artificial intelligence modeling learning as the core, form predictions for students’ future academic performance, and propose a learning evaluation mechanism [3, 4]. On the surface, these techniques appear to be some very abstract, complex or deep and incomprehensible applications of AI in education. In fact, they are based on the training of future students’ machine learning ability or related applications in the field of machine learning education. They use advanced machine learning algorithm ideas and computing models to aggregate massive amounts of big data information for future entry into educational institutions or teaching [5, 6]. Students in specific or specific teaching use scenarios such as service areas provide personalized machine learning ability elements with higher intelligent application levels and intelligent learning services such as personalized measurement, evaluation, and pre-testing machine learning [7, 8]. Here, the core elements of the value of personalized learning services The core of personalized learning refers to the “supervised” variables of learning outcomes, which can be directly based on artificial intelligence personalized learning services [9, 10, 11]. Most of the educational applications of artificial intelligence we see now are just some educational applications of artificial intelligence under the shallow-level development model with machine cognitive learning ability as the main core orientation [12, 13].
The ideas and theories of artificial intelligence are widely used in research on personalized education and learning. In fact, one of the main goals of pursuing artificial intelligence should also be based on the personalized processing of information and the intelligent integration of information, and finally realize personalized, high-quality knowledge personalized learning. The individualized education and learning of students has a truly individual and high-quality goal [14, 15]. First of all, it means that parents can provide real, comprehensive and systematic education to students of any age group according to their own special needs for individualized learning ability, good cognitive foundation, learning growth environment and individual psychological characteristics [16, 17]. The metacognitive level and interest status characteristics of personalized learning are combined with their most specific personalized educational goals and educational growth and development goals, and the development of various personalized learning and educational curriculum content, learning experiences and activity plans, learning methods and paths , design and customization, learning consulting partners and even individual learning performance assessments are carried out according to their specific individual development needs [18, 19]. It should be pointed out that, from the above basic theoretical analysis and logical point of view, if we are still looking forward to using the next-generation Internet technology to gradually realize this new type of intelligent Internet education and services in the future, I think it is necessary for online learners to develop themselves. Some basic physical and psychological quality levels and other comprehensive ability and literacy levels are used for basic measurement or evaluation indicators; but secondly, we also need to clarify the main measurement indicators provided by the final product suppliers of intelligent education, learning and life-related services or products [20, 21, 22]. Only through a set of scientific algorithms, and finally establishing a matching relationship between high intelligence and matching, can this truly highly personalized service be truly realized [23, 24]. Wan Bo, a scholar from Nanjing University, defines the cultural connotation of soccer as "the true core of sport is culture". Professor Lu Yuanzhen believes that sport, as a product of human activity, has both external physical expressions and internal consciousness, concepts and behavioral norms, and therefore has all the characteristics of culture [25, 26]
As the biggest sport in the world, football is both an art and a science. It has extensive influence and far-reaching fields all over the world, and is deeply loved by people. There are countless fans chasing the ball. Nothing is more impactful than hosting the Football World Cup every four years, and the development of football in a country is a direct measure of the country’s sporting standards. With the help of artificial intelligence computing and computer deep learning, campus football activities can not only actively help Chinese teenagers to improve their physical fitness in an all-round way, but also inspire them to further cultivate the team spirit of hard work, innovation, progress in unity, and courage to meet challenges, so that these teenagers can develop from Ordinary students learn Chinese football and understand the football of the motherland, and promote them to gradually master basic sports training skills, so as to provide a group of talents with important academic value for promoting the development of college football in my country [27, 28, 29, 30]. Judging from the main role played by the current campus football activities, using campus artificial intelligence training and in-depth learning methods to cultivate a relatively effective and reliable sports reserve army and effectively increase the number of college football players is not the main task [31, 32]. Training, the real core task of using deep learning methods to cultivate campus football players, is actually how to make more ordinary teenagers in China like campus football since childhood, continuously improve and improve the overall psychological and physical quality of ordinary students, and finally put learning As a social basic quality education, football has truly established a selection and evaluation mechanism for football talent training and training. In this regard, we propose to effectively seize the current learning opportunity, which is another rare opportunity in history, to deeply analyze and excavate the huge impact of learning artificial intelligence learning and in-depth exploration learning technology on strengthening the role of students in football development and education, and plan regularly [33, 34]. And organize various campus football activities, and continuously promote the development of school sports. This paper mainly studies football teaching in primary schools, and combines artificial intelligence and deep learning to propose corresponding measures for the current problems in football teaching in my country and the integration of artificial intelligence and education. Therefore, this research can provide a theoretical basis for the better progress of campus football teaching in China and the integration of artificial intelligence and education [35, 36].
In this paper, we firstly explain the technologies such as artificial intelligence and deep learning to the study, and then investigate the development dilemma of school soccer in depth, through questionnaire method and field interview method we conclude the current situation of low overall satisfaction of school soccer participation, concentration of participation grades, and low skill learning level, for which we propose to improve the underlying data of artificial intelligence, promote the integration of artificial intelligence and education, and use big data strategies to drive the development of AI in education. Finally, the research content of the article is summarized.
The current situation of campus football teaching under the background of artificial intelligence and deep learning
Research methods
Questionnaire survey method: 100 survey respondents were selected for this study, and the survey objects were primary school students. Starting from the research content and significance of campus football, and according to the requirements of questionnaire design, this paper studies the situation of artificial intelligence football teaching in schools.
Field interview method: In order to achieve the purpose of this research, we also adopted the field interview method, conducted a field investigation around the development of campus football activities, mastered the real situation of campus football activities, and found out the bottlenecks restricting the development of campus football activities. In order to improve the authenticity and validity of the investigation, the author specially selected the school leaders and football coaches of these six schools as the direction of investigation and evidence collection, designed a special interview outline for this research, and used the valuable opinions of school leaders and professionals, to help the author obtain the required materials.
Score conversion of satisfaction survey
The calculation and analysis of students’ satisfaction with artificial intelligence football teaching generally first calculate the student satisfaction of each individual item, the equation is:
In the Eq. (1):
According to the student satisfaction of each single item, use the addition rule to calculate the comprehensive student satisfaction, the equation is:
In the Eq. (2): Pi is the customer satisfaction of the ith item,
The establishment of artificial intelligence football teaching in primary schools
My country’s efforts to popularize campus football are not only for schools to choose suitable students to participate in football training or football games, but also for each student to acquire football knowledge and skills through campus football games, so as to have fun in football and cultivate team spirit and competitiveness. At the same time, the emergence of artificial intelligence and deep learning has greatly helped education. Therefore, relevant state departments have begun to actively promote artificial intelligence football education in urban and regional schools, and have incorporated artificial intelligence football into the regular school curriculum. Through the research on primary school football, the author found that some schools have incorporated artificial intelligence football teaching into physical education courses, and some schools have even developed artificial intelligence football teaching materials. In order to further verify the development of artificial intelligence in football teaching, the author emphatically raised two questions to investigate artificial intelligence football teaching: whether to set up football courses and whether to conduct a questionnaire survey with artificial intelligence.
The opening of primary school football lessons and the use of artificial intelligence applications
The opening of primary school football lessons and the use of artificial intelligence applications
The author randomly selected 100 respondents from a middle school in city A and conducted a questionnaire survey on them. The survey covered whether to offer soccer courses, the presence of artificial intelligence, etc. The final number of valid questionnaires was 100, and the return rate of questionnaires was 100%. From the perspective of football classroom teaching (Table 1), 63 respondents’ schools offered football courses, accounting for more than 60%. Among them, three schools with football characteristics have achieved full coverage of artificial intelligence football courses, which is conducive to students’ acceptance of football knowledge and systematic learning of football skills. However, there are still 37 respondents whose schools do not have football teaching programmes. From the application of artificial intelligence, only 43 of the surveyed students have professional artificial intelligence football teaching courses, which shows that the application of artificial intelligence in these schools is obviously insufficient.
Judging from the frequency of artificial intelligence football teaching courses, since the Ministry of Education emphasized the incorporation of artificial intelligence into football teaching courses, many schools have also responded positively and opened artificial intelligence football teaching courses. According to this survey, among the 100 respondents, 39 respondents said that their schools did not offer football teaching courses, accounting for 39%; 61 respondents said that their schools offered football teaching courses. In addition, among the schools that offer football teaching courses (Table 2), 43 respondents’ schools have one football teaching course a week, accounting for 70.5% of the respondents’ schools that have football courses. There are 18 respondents whose schools have 2 football lessons a week, accounting for 29.5% of the respondents’ schools that have football lessons. It can be seen from the above that the frequency of football teaching courses at least two hours per week in primary schools is relatively low, which does not meet the requirements of the state, and is not conducive to improving students’ understanding of football and cultivating their interest in football through courses.
Statistics of elementary school football teaching hours
Statistics of elementary school football teaching hours
Among the 100 respondents in the survey, 61 respondents’ schools offered football teaching courses, and 42 respondents’ schools offered artificial intelligence football teaching courses. During this period, the author used three periods (January to June, July to December, and above 12) to investigate the opening time of artificial intelligence football teaching in primary schools (as shown in Table 3). According to the survey results in the table, 66.67% of primary schools offer artificial intelligence football teaching. Therefore, it can be seen that most of the primary school artificial intelligence football teaching courses are conducted before and after the country attaches great importance to the integration of artificial intelligence and teaching. The time is relatively short and there is a lack of artificial intelligence. The basis of intelligent teaching.
Statistics on the opening time of artificial intelligence football teaching in primary schools
Statistics on the opening time of artificial intelligence football teaching in primary schools
As can be seen from Table 4 and Fig. 1, the survey results of 42 students surveyed in 6 primary schools show that one of the primary schools has started and organized artificial intelligence football teaching courses since the first grade of primary school, and 6 primary schools have 3 schools start the AI football teaching course from the second grade, and 2 primary schools start the AI football teaching course from the third grade. In addition, field conversations and research have found that, due to the relatively short one-year study time in primary schools, comprehensive football training methods cannot be obtained, so the artificial intelligence football teaching courses mainly focus on cultivating interest.
Statistics on the opening of artificial intelligence football teaching
Statistics on the opening of artificial intelligence football teaching
Statistics of schools carrying out artificial intelligence football teaching.
At the same time, in interviews with school management and football coaches, it was found that compared with ordinary primary schools, football-specific schools organized more artificial intelligence courses for football. However, in order not to affect the schedule of cultural courses, schools often also consider factors such as students’ academic performance and safety pressure, and have made little progress in developing the teaching of football artificial intelligence schools. In addition, in order to cope with the various examinations and further studies in schools, school AI football teaching often chooses to retreat rather than study more frequently. In an interview, most school parents expressed that they are not interested in their children participating in artificial intelligence football teaching courses in order for their children to successfully complete their primary school studies. On the contrary, they need their children to learn cultural subjects well, so that their children can be admitted to an ideal school in the future, so as to achieve better results. In addition, whether it is an ordinary primary school or a school with football characteristics, there are more or less situations in which the school site is small, the equipment is relatively backward, and the equipment is unbalanced. At the same time, in the face of objective factors such as national football competitions and the school’s low investment in football construction, many parents realize that football is difficult to find a good way out, so there is a certain exclusion for their children to learn football.
Many local governments do not have a promotion policy specifically for school football, and the primary school football education system is still experimenting. After students enter a football-specific school, they learn football, learn courses and sports skills, which are related to football. However, the lack of support from local education policies means that it is meaningless for students to study football. In addition, in the future education policy, there is no corresponding policy for primary and secondary schools. There are currently very few schools where high-quality football players can be found, and only a few places are available. However, as we all know, football is a sports competition involving 11 people, and some schools cannot even find a corresponding number of students to participate in football competitions. In order to achieve normal training, students from different schools may need to gather together to participate in intensive training and competitions. This requires students to enroll in schools where they study cultural courses, but they need to spend more time in competitions and training, which is not conducive to these children’s cultural learning. Once they cannot enter the path of professional football, they will face difficulties in admission and employment due to poor performance in cultural classes. It is a difficult problem for schools to develop artificial intelligence football teaching courses.
Through the investigation of students’ participation in campus activities, we can gain an in-depth understanding of the popularity of campus football. In the course of the investigation, this paper mainly expounds from four aspects: the basic situation of the students, whether and what level of football matches they participate in, the frequency of weekly football activities, and the motivation to participate in football. In terms of whether they have participated in football games (Table 5), 39% of the students did not participate, while 61% of the students only participated in provincial, municipal and campus games, and did not participate in national football games. According to the classification, the total number of students participating in the provincial, municipal and primary school cup competitions accounted for 11.5%, 18.5% and 31% respectively. It can be seen that the higher the level, the fewer students are involved. According to the weekly football activity frequency survey statistics, 68% of the students are about 1–2 times. In the survey on the motivation of primary school students to participate in football, the number of students who participated in football because of their love for football was the largest, accounting for 33%, followed by the improvement of physical fitness, accounting for 28%. It can be seen that most children take their own interests and physical exercise as the main motivation to participate, which is also in line with the theme of school football activities “sunshine sports, happy football”. In the future of campus football, schools should adhere to the principles of interest-oriented and participation-oriented (Fig. 2).
Statistics of students participating in football games
Statistics of students participating in football games
The motivation of students to participate in football.
Judging from the students’ interest in the artificial intelligence football teaching activities organized by the school (Fig. 3), 39% of the students indicated that they felt average in these football teaching activities, and 36% of the students were interested. In the course of the investigation, the author also understands the subjective thoughts of the students accordingly. Most students feel that their love for football stems from their love for football stars and the football activity itself. The football activities organized by schools are boring and in most cases there is no help and guidance from professional coaches, so students cannot learn corresponding professional skills.
Statistics of students’ satisfaction with AI football teaching.
Limited football teaching data restricts the integration of artificial intelligence
Data-driven is the technical foundation to ensure the continuous realization, improvement and healthy development of artificial intelligence goals. High-quality and massive data support is the key factor to truly ensure that the value of artificial intelligence can be fully utilized in the future. In the personalized football training and education service activity mode, football artificial intelligence algorithms based on high-quality data analysis can reduce various repetitive manual tasks in traditional football training and education and training activities, reduce the workload of grassroots football teachers, and promote The successful realization of the teaching concept of personalized intelligent football course. At present, the amount of education-related information and data in football and education service industry is too large, and it is difficult to collect a large amount of information and data. In the future, the widespread application of artificial intelligence information technology in the field of modern education should be a comprehensive process based on the combination of statistical collection and data analysis and processing, as well as a data-based analysis and derivation calculation process, so as to realize the integration of various existing complex data processes. Artificial intelligence integrates the interpretation process and intelligent prediction of future complex data behavior. In the development of educational artificial intelligence, it is difficult for football teaching robots to record the entire information process of football teachers and students’ teaching and learning activities in real time, resulting in the inability to quickly provide a more comprehensive and complete learning data foundation for the development of learning artificial intelligence. Text, audio and hypermedia materials in teaching activities are mostly structured and semi-structured data. There is no uniform statistical standard for these information data, and the content formats of the materials are also varied. In addition, compared to traditional vertical industries such as education, healthcare, and fintech, football education activities are purely non-linear activities. In these seemingly complex, messy, diverse, and unfixed organizational environments, it is difficult to quickly collect and obtain relatively standardized and high-quality big data, and it is impossible to directly provide a solid and reliable big data foundation for the effective integration of football artificial intelligence models. In addition, in the era of new media, a large amount of educational information becomes more and more discrete, the time of learning activities will become more scattered and fragmented, and the learning lifestyle will become more complex, diverse and random. The collection of such data is more closely related to manual learning activities.
The content of football teaching is too complicated, which increases the difficulty of integrating artificial intelligence and football teaching
Football teaching is a complex and diverse teaching curriculum system, which involves a system in the field of teaching, covering complex and diverse sports activities, involving teaching, scientific research, management and training techniques. Although they are different from other disciplines, there are also some inherent commonalities in the teaching or sports that many disciplines face. In fact, the disciplines of various ethnic history regions and ethnic history schools, especially these disciplines, are more or less There are clear regional differences. In addition, there are many obvious differences between well-known football schools and well-known football schools in terms of internal management and educational organizational structure, ideology of teaching system, characteristics and methods of traditional school-running culture. Each subject related to education also has its own characteristics. Methods and systems of expertise in teaching football-related educational disciplines. In different professional fields, teachers with different cultural backgrounds are naturally more likely to have a set of unique cultural learning methods, theoretical systems and knowledge methods in their football course teaching theoretical knowledge system. It can be seen that in the process of joint integration and development of football teaching system mode, action learning and artificial intelligence, the relative diversity and high complexity of teaching system mode and its development direction will inevitably affect the development and integration process of football artificial intelligence [5]. The highly diverse needs of teaching and activity objects and the profound differences in student experience also require artificial intelligence learning to gradually develop in the direction of in-depth humanized education. Therefore, it increases the integration and difficulty of artificial intelligence and future primary and secondary education systems. In the process of integration and development, artificial intelligence also needs to be highly adaptable according to the high difference between its own teaching or activity method and the feelings of other teachers and students. If the “grafting” of targeted learning is a little careless, it will form dead branches and leaves, and the core value of artificial intelligence teaching is destined to be unable to give full play. However, in the current AI teaching, it is difficult for us to use AI to accurately identify various emotion-related activities
Strategies to improve campus football teaching in the context of artificial intelligence and deep learning
Improve the underlying data of artificial intelligence and promote the integration of artificial intelligence and education
At this stage, under the new situation of the rapid development of artificial intelligence comprehensive education in my country, there are still many problems in innovation. To further realize the informatization of artificial intelligence in primary and secondary education, we can further take the implementation and reform of new education courses as an opportunity, take education on new issues as the fundamental guidance, take innovation goals as the fundamental core, and deepen the construction of demonstration applications as the breakthrough point to promote related artificial intelligence. Effective implementation of smart projects. It aims to deeply integrate the application of artificial intelligence in various fields of primary and secondary education services, and improve school-related information data collection and network facilities. For example, the “Educational Knowledge Graph” system has been developed, and the “Adaptive Examination System” course has been built, which has laid a talent foundation for promoting the comprehensive integration and innovation of artificial intelligence applications and information technology education, and promoted various artificial intelligence learning and learning and educational activities, The successful implementation of educational system design, evaluation and application of educational outcomes, and the elimination of “slogans and representations” of educational forms. In addition, schools can continue to strengthen application, research and development; research and development and innovation of various educational intelligent product platforms. Educational technology experts are actively strengthening scientific research cooperation with the Alliance of University AI Experts. According to the actual needs of educational technology innovation and development and the application of artificial intelligence in colleges and universities, explore the integration and development points of various educational artificial intelligence platforms, and promote the further implementation of artificial intelligence education engineering research in my country [6].
Drive the development of artificial intelligence in education with big data
The application of artificial intelligence in related fields such as science, technology, global culture, education, and art, as well as the development process of artificial intelligence, proposes a combination of knowledge with the function of computer knowledge acquisition as the main basic function. From the early days of artificial intelligence theory to artificial intelligence applications, artificial intelligence has proposed the functions of information processing and intelligent image semantic recognition based on the realization of deep learning functions. The acquisition ability of machine language gradually replaces the acquisition of traditional human brain knowledge. In addition to the development of artificial intelligence and its application in the field of artificial intelligence, we also need to pay more attention to the development of artificial intelligence and its application in the future. [37] The comprehensive and in-depth cross-integration of artificial intelligence applications and their applications with the future development of intelligent education is precisely because we need to use the application of artificial intelligence big data platforms as the technical foundation, cloud intelligent computing of educational data, in-depth integration of data collection, application of intelligent perception, The core key supporting technologies such as intelligent processing and analysis, as the data foundation for education development, effectively optimize the current campus intelligent informatization and education and learning environment [38, 39]. Continuously improve the overall data quality of school education. Based on the collaborative protection of educational big data information platform security and resource information sharing security, a set of technical mechanisms for real-time exchange, safe sharing and protection of information resources and data in modern education systems based on educational artificial intelligence platforms are constructed, and the advantages of big data in colleges and universities are truly brought into play [40]. Promote the organic cross-integration of the current university artificial intelligence self-learning platform and the comprehensive intelligent application of China’s future university education management services [41, 42].
Conclusion
The discipline of artificial intelligence has gradually become one of the world’s leading and high level mainstream science and technology systems, and its academic influence and scientific and technological attractiveness cannot be underestimated in the education sector of various countries. The article conducted an in-depth data study, which is presented below. In terms of the application of AI, only 42 of the students surveyed had a professional AI soccer instructional program, which indicates a significant lack of AI application in these schools. In terms of the development of the soccer curriculum, the frequency of the soccer teaching course of at least two class hours per week in elementary school is relatively low, which does not meet the national requirements and is not conducive to raising students’ awareness of soccer and cultivating their interest in soccer through the course. From the situation of class time development,, 61.9% of the schools offering AI soccer teaching in elementary school, so it can be seen that most of the AI soccer teaching courses in elementary school were conducted around the time when the state attached importance to the integration of AI and teaching, which was relatively short and lacked the foundation of AI teaching. In terms of participation in soccer tournaments, 40% of the students did not participate, while 60% of the students only participated in provincial, municipal and campus tournaments, and did not participate in national soccer tournaments. According to the classification, the total number of students who participated in provincial, municipal and elementary school cups was 11%, 18% and 31%, respectively. In terms of the role of AI soccer teaching, cultivating a strong reserve and increasing the number of soccer players is not the primary task; the main task is to enable more young people to continuously improve the physical quality of students, to make soccer a basic educational endeavor, and to truly establish a soccer talent selection mechanism. In view of this, we need to seize the unique opportunities of artificial intelligence and deep learning, study in depth the unique impact of AI soccer teaching on educational functions and students, and continuously promote the development of school sports.