1． 前言·················································1 1.1 选题依据 ··············································1 1.2 文献综述···············································1 1．2．1 体育俱乐部概念的研究······························2 1．2．2 五人制足球的项目特点······························2 1．2．3 国内外五人制足球的发展概况························2 1．2．4 我国高校体育俱乐部的现状研究······················3 1．2．5 小型足球在高校中的发展状况··························3 1.3 研究的目的和任务4 2．研究对象与研究方法······································4 2．1．研究对象···········································4 2．2．研究方法············································4 2．2．1．文献资料法··········································4 2．2．2．调查法············································4 3．结果与分析············································5 3．1 江西省高校开展足球运动现状分析·······················5 3．1．1 体育课中足球选项课开展现状·························5 3．1．2．学生课余足球活动情况分析·························6 3．2 对江西省高校开展足球运动影响因素的分析···············10 3．2．1 学校决策者对足球运动不够重视······················103．2．2 足球运动场地的缺乏································10 3．2．3 缺乏有效的组织····································10 3．3 江西高校组建五人制足球俱乐部的意义···················11 3．3．1 有利于启发学生的体育动机和激发学生体育锻炼的热情··11 3．3．2 有利于构建学生终身体育的目标······················11 3．3．3 有利于促进高校足球运动的普及和发展·················12 3．3．4 有利于改变学校课外体育活动的管理模式，改善学生锻炼环 境·············································12 3．4 高校建立五人制足球俱乐部具有优越性.12 3．5 组建五人制足球俱乐部的可行性··························12 3．5．1．外部环境分析······································12 3．5．2 内部环境分析······································15 3．6．五人制足球俱乐部模式的基本构想······················17 3．6．1．俱乐部的性质·····································17 3．6．2．俱乐部的组织结构··································17 3．6．3 俱乐部的运作方式··································18 3．6．4 俱乐部的管理办法··································19 3．6．5．俱乐部资金的筹措方式·····························19 4．结论与建议············································19 4．1．结论················································19 4．2．建议················································20 5．致谢··················································20 6．注释···················································217．