Proceedings of the 3rd International Conference on Education Studies: Experience and Innovation (ICESEI 2022)

4.2.1. Cognition of “Special Skills and Employment Correlation”

According to the data in Table 2, a small number of students (4.0%) believe that they do not want to be employed in the sports field and tend to be employed across other professional fields. Through in-depth interviews, it was learned that these students have clear plans for the future, and have clear plans and arrangements for employment in related fields, such as “intention to study in foreign countries and areas”, “have already found a corresponding job before studying in college, or because of their own and family reasons”. Therefore, these students believe that the purpose of learning special skills is to increase the quality of life and comprehensive literacy, and there is no particularly strong connection with their employment in the sports industry.

The majority of students have poor specialized skills (44.5%) or acceptable specialized skills (44.0%), and these students are generally worried about their employment prospects. While seeking a smooth graduation, some students also want to master more motor skills. It shows that this part of the students' awareness of the relationship between special skills and employment is still considerable. Among the students with acceptable specialties (44.0%), the employment correlation is relatively high, and they believe that learning more skills will ensure employment. 7.5% of students have a fairly high level of specialized skills, and some of these students are quite confident in their employability. Considering the current conditions for the recruitment of physical education teachers in primary and secondary schools, some schools are relatively utilitarian when recruiting talents [4]. When recruiting, they require students to have a second-level athlete certificate, a referee grade certificate, a coach certificate, etc. [5]. Therefore, the level of sports skills is relatively high. On the basis of high level, it is a great advantage to have a more comprehensive grasp of the level of sports in the employment process. After all, under high pressure of competing with the same major and other majors, the situation faced by students is still relatively difficult.

4.2.2. Preparation for Future Employment

It can be seen in Table 3 that it is found that sports majors generally make more efforts to “seek for the future and employment”, and the number of people who meet the minimum conditions in the five categories given exceeds 90.0%. It can be seen that students' awareness of transforming employment pressure into learning motivation is relatively high. Most of the students (97.0%) chose to “work hard on the specific skills they are currently learning”. Generally speaking, the current students majoring in physical education have a tendency to improve their competitiveness in terms of awareness and action, actively carry out positive efforts, deeply cultivate their own special skills fields, and continuously enhance their own capabilities.

4.2.3. Self-Assessment of Special Sports Skills for Students Majoring in Physical Education

According to Table 4, it can be seen that only 4.0% of the students have an excellent level of special sports; 67.5% of the students are of average level or only participate in school competitions; 6.5% of the students have no practical understanding of the special sports. Judging from the proportion of the current grade level gradient of undergraduates, the talent training of the School of Physical Education in Normal University is practical and in line with the logic of the training system. However, most students do not have outstanding special skills and are not very well prepared for employment, which will be detrimental to the overall employment competition. In sports majors, although special skills are not the only criteria for recruiting units to measure talents, they are also a very high standard and are relatively core employment preparation [6].

4.2.4. Students Majoring in Physical Education Hope That the School Will Help Them in Terms of Employment

It can be seen in Table 5 that after multiple responses to the ranking questions through SPSS, students hope that the school will help them. From the perspective of importance for the students, “sports skills training, improving skills level, and increasing employment opportunities” accounted for the largest proportion (61.2%). In the first three situations described (i.e. options A, B & C), they are all more important. It is worth mentioning that students do not pay as much attention to skills training as the other two. The main reason is that since the teacher qualification certificate examination, students have been divided to a certain extent based on their own self-judgment of their ability to obtain primary, middle and elementary teacher qualification certificates.

Overall, 68.5% of the students chose all five options. Physical education students still hope to supplement their professional skills. On this basis, other special skills also need to be supplemented and developed, and they should be widely contacted and mastered as much as possible. Teachers and leaders of the college can use the above five categories as a reference, earnestly consider the needs of students, guide students to develop in an all-round way, and realize the cultivation of one specialty and multiple abilities.