Psychology of physical culture and sports. Lecture on discipline "Psychology of physical culture and sports

Sportspit

02.11.201927.05.2017

Ural State Academy physical education

Department of Theory and Methods of Boxing

Psychology test

physical culture and sports

female students 302 groups

Chelyabinsk, 2005

Question 1. Negative mental states in sports activities

One of the factors that ensure the effectiveness of the training process is the level of mental stress. Activation mechanisms are complex, but their fundamental basis is emotional-volitional regulation.1 Emotional regulation of activity is found with a great desire to achieve a high sports result or with strong feelings, for example, under the influence of fear. Often emotions open up resources, so to speak, automatically, unconsciously for an athlete. In extraordinary emotional states, powerful mental tension arises, as if pushing back natural limiters. Thus, the body's reserve capabilities are revealed and realized in activity!

Volitional regulation - factors of conscious tension of all physical and spiritual forces aimed at increasing the effectiveness of activity. The basis of volitional regulation is not only desire, but also duty, a deep understanding of the need to overcome oneself in order to achieve the goal.

Mental stress, accompanying any productive activity, occurs both in training and in competitions, but has a different focus. The tension in training is mainly associated with the process of activity, with the need to perform an ever-increasing physical load. In extreme conditions of competition, mental stress is added to this tension, determined by the goal of achieving a certain result. Conventionally, the tension in training is called procedural, and in the competition - productive. Usually, these types of tension are manifested not only in activity, but also before it, with the difference between them being that procedural tension occurs immediately before work, while productive tension can occur long before the competition. Long-range motivation “works” in procedural tension, its result is set aside in a rather distant future; In productive tension, proximal motivation powerfully manifests itself.

High and continuous voltages, especially in conditions of monotonous training sessions may have a negative impact on the athlete. Modern training in elite sports uses such high physical exercise that often the athlete is in a state of increased mental stress. In itself, mental stress is a positive factor, reflecting the activation of all functions and systems of the body, harmoniously included in the activity and ensuring its high productivity. However, if the tension is excessively high, prolonged and accompanied by fear of stress, poor relationships with others, insufficient motivation, self-doubt, etc., it develops into mental tension, which is already considered as a negative factor, since it is associated with disharmony of functions, excessive and unjustified expenditure of energy, primarily nervous.

Mental stress of a weak degree does not leave consequences and disappears a few days after maximum exertion. Severe and prolonged overvoltage can have negative consequences after weeks and even months. It can manifest itself in unfavorable attitudes towards the environment and in peculiar behavioral acts.

There are three stages of mental overstrain: nervousness, vicious sthenicity and asthenicity. There are general and specific signs of mental overstrain for each stage.

Common signs: fatigue, decreased performance, sleep disturbance, lack of feeling of freshness and vigor after sleep, episodic headaches.

Specific features characterize each stage separately.

Nervousness. At this stage, mental overstrain is manifested by capriciousness, mood instability, internal (restrained) irritability, the appearance discomfort(muscular, interoceptive, etc.). At first, these signs do not appear often and are not pronounced. When capriciousness is manifested, the athlete remains organized, disciplined, as always, performs the coach’s task with high quality, but periodically expresses dissatisfaction with the task, the tone of the address, the living conditions, etc. This is manifested in facial expressions and gestures, “grunting”. Such whims can be considered as a kind of adaptation of an athlete to increasing neuropsychic stress. However, they cannot be ignored. The coach must show subtle pedagogical tact in communicating with the athlete. You should not indulge whims, as this creates the conditions for their further manifestations, but you should not stop them abruptly, as this can lead to conflicts; the ability to gently correct whims helps the athlete to restrain them, as he is aware of them.

Instability of mood is manifested in a quick change, inadequacy of the reaction. Minor success causes stormy joy, which, however, is quickly replaced by a negative attitude towards the environment.

Internal irritability is most often expressed in facial expressions and pantomime, but does not manifest itself in behavioral acts.

Unpleasant (sometimes painful, but quickly passing) sensations are to a certain extent an excuse for an athlete in the case when he refuses to perform some tasks or performs unsuccessfully in competitions. Complaints about these sensations should be gently but steadily suppressed.

The appearance of these signs of mental stress during the most stressful periods of training can be considered natural. However, they should alert everyone who communicates with the athlete, and first of all the coach. To normalize the mental state of an athlete, it is necessary to find out the cause of increased stress, perhaps temporarily change the tasks of training and competition, purposefully organize leisure, and use methods of psychoregulation.

Vicious sthenicity. Its signs: growing, unrestrained irritability, emotional instability, increased excitability, anxiety, tense expectation of trouble.

Increasing, unrestrained, often inadequate irritability is expressed in the fact that the athlete more and more loses self-control, shows anger, directing it to his comrades, to the coach, to completely random people; for some time he still tries to explain the reasons for his anger, and then loses self-criticism, less and less often feels remorse about this; becomes intolerant of the shortcomings of those around him.

Emotional instability leads to sharp fluctuations in performance, to even more pronounced mood instability than at the first stage. Even minor life conflicts cause increased excitability and inadequate reactions. Increased excitability can stabilize.

Internal anxiety and tense expectation of trouble is expressed in what the athlete perceives as a deviation from the norm, as a signal of possible failure, what seemed natural before, for granted.

For some athletes, the stage of vicious sthenicity is so short-lived and not pronounced that we can talk about the transition of the first stage immediately into the third.

asthenicity . Its signs: a general depressive background of mood, anxiety, self-doubt, high vulnerability, sensitivity. At this stage of mental overstrain, the planned result is called into question, the possibility of winning even against weak opponents, pre-competitive training results are interpreted in pessimistic tones that do not portend success. There may be fears.

The general depressive background of mood is expressed in depression, depression, lethargy, weakening of the manifestation of habitual desires, lack of vigor and cheerfulness, and a decrease in motivation for activity.

Anxiety is expressed in violation of internal mental comfort, anxiety or even fear in situations that were previously relatively indifferent to the athlete.

Uncertainty in one's abilities is a consequence of the emergence of thoughts about the discrepancy between one's capabilities and the set goal, which in extreme cases leads to a refusal to achieve the goal and leave the sport.

High vulnerability, sensitivity is expressed in the fact that the athlete reacts very sensitively to the slightest hostility in relations, to changes in the regimen of training sessions, the objectives of the competition. He can be annoyed by harsh sounds, bright lighting, hard bedding and many other things that he did not notice before. In this case, you need additional rest, sparing regimen.

Knowing the signs of mental overstrain allows the coach to make adjustments to the training process in accordance with the dynamics of the mental states of the athlete. The athlete, in turn, must understand the need to survive this state, since often only by going through it can one hope to improve sports results.

Question 2. Psychological foundations of communication in sports

Psychological features of a sports team. Sports activity is collective in nature, proceeds and is prepared in the presence of other people and with their participation. A sports team is a team with its own psychological characteristics, in which certain relationships develop between athletes.

The general concept of a sports team as a small social group and team. A sports team is a kind of small social group. It has all the features that in social psychology characterize small groups. These features include: number, autonomy, group goal, collectivism, differentiation and structure Number. The lower limit of a small group is two people, and the upper limit should not exceed 40 people.

The works of social psychologists have shown that groups of 6-7 people are the most stable and effective. They can be considered optimal for solving target problems.

All sports teams meet these requirements for the size of a small group. Yes, in the composition hockey team The masters of the major league include 30 people: a senior coach, a team leader, his two assistants (coaches), a doctor, a massage therapist, and players. The concept of "players" covers hockey players of the main team (four fives plus two goalkeepers) and 3-5 athletes from the youth team.

According to the rules of the competition, the solution of the competitive problem is carried out by a part of the team. For example, in hockey, water polo, basketball, and football, the number of field players is 5, 6, 7, and 11, respectively, which satisfies the criterion for the optimal size of a small group. Thus, the team is divided into subgroups that are optimal in size.

Autonomy. One of the main features of a sports team is its conscious isolation from the environment, which is achieved due to the existence of restrictions on the number of members, the presence of specific narrow group goals, an intra-team system of values, rules, traditions, conventions, etc.

group goal. Before a sports team, like any small social group, there are clear and definite tasks, the solution of which is directed by the efforts of all its members and coaches and athletes. In the most general formulation, such a team goal is to achieve high personal and team sports results. E. P. Ilyin points out the need to distinguish between commonality, and not the same goal for all team members. The same goals can give rise to rivalry, confrontation, such as the struggle for victory among participants in the same start, and the commonality of goals gives rise to interaction, cooperation, when cooperation serves as the basis for intragroup contacts.

Collectivism. The highest form of development of a sports team, like any small social group, is a team. In a team, group activity is determined and mediated by socially significant social values. Therefore, the team of Soviet athletes is distinguished not only by the desire for new and higher sporting achievements, but also by active participation in public

The most important features of the internal life of Soviet sports teams are: a) communist consciousness, ideological purposefulness and political literacy; b) effective group emotional identification, i.e. mutual interpersonal identification, when team members emotionally react to the successes and failures of their comrades; V) collectivistic self-determination, i.e. the principled attitude of team members to any events and information, their perception through the prism of the group's value system and goals, the subordination of their individual goals and desires to the requirements of group activity; G) high cohesion, which is manifested in the unity of opinion of all members of the team on the most important aspects of the team's life. Such "...value unity is the most important factor in the inclusion of the group in the activities of the entire social system, a measure of the actual collectivity of this social community." The true cohesion of the group takes place only if the individual efforts of individual members of the group are combined and these efforts are determined by the content of joint activity. For the development of a sports team as a collective, it is especially important that the joint efforts of its members be subordinated to high social ideals. The success of a sports team can be achieved only if personal and narrow group interests are subordinated to socially significant goals.

Differentiation and structure. Interaction in the process of solving the tasks facing the team gives rise to differentiation between its members both in terms of the functions and duties performed, and in personal contacts, that is, formal (official) and informal (friendly) groupings arise within the same team. However, group differentiation does not yet create structure. Structure is created by connections and relationships between athletes and subgroups of athletes within a team.

The formal structure of a sports team. In the process of joint sports activities, there is a differentiation of roles and functions between team members and the formation of a certain stability of business relationship systems between athletes performing various functions. Without a "division of labor" and coordination, cooperation of various functions, group activity cannot be successful. This simple truth is sometimes forgotten by athletes, and not only through their own fault; in many respects this is facilitated by the opponent, who destroys simulated ties. In this case, each team member tends to take a leading role in the attack, the defenders begin to play "on the rebound", forgetting that the attack begins with their accurate pass. And then about the matches of football players, for example, they write that on the field had 11 players, but there was no team. To ensure that such situations occur as rarely as possible, the rights and obligations of each team member are fixed in the rules, orders, orders and other official documents that regulate the processes of interaction between athletes. Together, these documents define the formal (or official) structure of a sports team.

Physical culture And sports adolescent children Thesis >> Psychology

... physical culture And sports. Conducting an experimental study of the volitional qualities of adolescents during classes physical culture And sports... . - With. 16 Münsterberg G. Psychology and teacher. - M., 1997. Nemov R.S. Psychology. Book 1. - M., 1995. Nikandrov ...

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EE "BELARUSIAN STATE UNIVERSITY OF PHYSICAL CULTURE"

DEPARTMENT OF PSYCHOLOGY

on the implementation of control work on the academic discipline

"Psychology of physical culture and sports"

for part-time students of the 4th year

Compiled by:

cand. psychol. Sciences, Associate Professor

E.V. Miller

Questions and assignments have been developed for writing a control work on the discipline "Psychology of Physical Culture and Sports". Students answer theoretical questions in writing and perform a practical task.

Theoretical questions correspond to two sections of the program and allow students to master the basics of knowledge in the field of psychology of physical education and sports psychology. When answering questions, students can use both basic and additional literature, as well as carry out its independent selection, in accordance with the chosen sport, use Internet resources. At the end of the test, a bibliographic list is provided, including links to Internet resources.

When performing a practical task, the student studies the individual characteristics of the manifestation of a mental phenomenon - passes the test, processes the results and draws conclusions.

The choice of the task option is carried out in accordance with the first letter of the student's last name. motivation sports psychology physical education

Test questions

	1. Features of the development of sensations in students in the process of physical education. 2. Motivation for sports activities. 3. Psychoregulatory training.
	1. Features of the development of memory in students in the process of physical education. 2. Socio-psychological climate in a sports team. 3. Meditation methods. 4. Psychological features of the chosen sport.
	1. Psychological features of physical education of preschool students. 2. Volitional training of athletes. 3. Psychomuscular training. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Psychological features of physical education of primary school students. 2. Psychological compatibility in sports activities 3. Psychotraining of volitional attention. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Psychological features of physical education of adolescent students. 2. Sports stress as a competitive condition. 3. Suggestion in the waking state (conversation, persuasion, orders). 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer)
	1. Features of the development of thinking in students in the process of physical education. 2. Precompetitive mental states of athletes. 3. Seconding as a control of the state and behavior of the athlete immediately before the start. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Features of the development of perceptions in students in the process of physical education. 2. Competitive mental states of athletes. 3. The simplest methods of self-regulation. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Features of the development of volitional qualities in students in the process of physical education. 2. Special psychological training of athletes. 3. Hypnosuggestive methods of psychoregulation. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Psychological foundations healthy lifestyle life of students involved in physical education. 2. Psychological features of sports competition as an activity in extreme conditions. 3. Ideomotor training. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Features of the development of attention in students in the process of physical education. 2. General psychological preparation of athletes. 3. Methods of mental self-regulation. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Psychological foundations of selection in sports. 2. Features of the manifestation of temperament in various sports. 3. Methods and techniques for normalizing sleep (combating insomnia). 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer)
	1. The need for motor activity students of various age groups the factors that cause it. 2. Features of the mental states of athletes that arise in the training process (fatigue, overwork ...). 3. Autogenic training. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer)
	1. Features of the formation of interest among students in physical education. 2. Mental readiness of an athlete for competition. 3. Music therapy as a means of psychoregulation. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).
	1. Psychomotor sphere of the student's personality and features of its formation in the process of physical education 2. Psychological features of leadership in sports. 3. Breathing exercises as a means of psychoregulation. 4. Psychological features of the chosen sport. 5. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer).

1. Psychological features of the chosen sport

Sample plan:

1. Psychological characteristics of the objective conditions of activity in this sport (the place of the sport in various classifications of competitive exercises; competition rules; features training process, physical and mental stress; competition calendar, etc.);

2. Requirements for the psychomotor and mental processes of an athlete (motor qualities; sensations, specialized perceptions, memory and ideomotor skills, thinking, attention; expression; typical training and competitive obstacles and difficulties; typical causes of technical and tactical errors; ways of specialized development of motor qualities and mental processes, etc.);

3. Typical mental states of athletes and ways of their regulation;

4. Requirements for mental properties (special abilities; sports character; properties nervous system and temperament; motivation, styles of activity), ways of their formation or compensation;

5. Requirements for interpersonal relationships in a sports team and relationships between a coach and an athlete.

2. Diagnostics of the individual style of pedagogical activity of a physical education teacher (trainer)

The methodology is based on the approach developed by A.M. Markova, A.Ya. Nikonova, which takes into account: the content characteristics of the style (the primary orientation of the teacher to the process or result of his work); deployment of indicative and control-evaluative stages in labor; dynamic style characteristics (flexibility, stability, switchability, etc.); performance (the level of knowledge and learning skills of schoolchildren, as well as the interest of students in the subject).

The analysis of the features of the individual style of their pedagogical activity is carried out on four scales and recommendations are given for improving this style.

Instructions: Answer "Yes" or "No" to the test questions.

Questionnaire text:

1. Do you make a detailed lesson plan (training session)?

2. Do you plan a lesson (training session) only in general terms?

3. Do you often deviate from the lesson plan (training session)?

4. Do you deviate from the plan, noticing a gap in the skills, abilities of students (athletes) or difficulties in completing tasks?

5. Do you devote most of the lesson (training session) to explaining new material?

6. Do you constantly monitor how new material is assimilated?

7. Do you often turn to students (athletes) with questions in the process of explaining?

8. In the process of passing control standards, how much attention do you pay to each student (athlete)?

9. You always achieve absolutely correct execution exercise?

10. Do you always make sure that the student (athlete) corrects his mistakes on his own?

11. Do you often use a variety of material when learning new exercises?

12. Do you often change the focus of the lesson (training)?

13. Do you allow the passing of control standards to spontaneously turn into learning new exercises?

14. Do you immediately answer unexpected questions from students (athletes)?

15. Do you constantly monitor the activity of all students (athletes) during the lesson (training)?

16. Can the unpreparedness or mood of the students (sportsmen) during the lesson unbalance you?

17. Do you always correct the mistakes of students (athletes) yourself?

18. Do you always fit into the scope of the lesson (training session)?

19. Do you strictly ensure that students (athletes) perform exercises on their own, without prompting or assistance?

20. Do you always evaluate each exercise in detail?

21. Do your requirements for strong and weak students (athletes) differ sharply?

22. Do you often reward a well-executed exercise?

23. Do you often blame students (athletes) for a poorly performed exercise?

24. Do you often control the knowledge, skills and abilities of students (athletes)?

25. Do you often repeat the learned exercises?

26. Can you move on to learning new exercises without being sure that the previous ones have been mastered by all students (athletes)?

27. Do you think students (athletes) are interested in your lesson (training session)?

28. Do you think that students (athletes) feel comfortable in your lesson (training session)?

29. Do you constantly maintain a high pace of the lesson (training session)?

30. Are you very worried about students' (sportsmen's) failure to meet the requirements?

31. Do you always demand strict observance of discipline in the lesson (training session)?

32. Are you distracted by "working noise" in the lesson (training session)?

33. Do you often analyze your activities in the lesson (training session)?

Answer sheet:

Individual style of pedagogical activity of a trainer

Full name_Quick E.N. Age_30 Gender M

Kind of sport_Basketball Sports category_CMS

Processing and interpretation of results: 1 point is awarded for each match with the key. To determine the dominant style of pedagogical activity, it is recommended to use the severity of a particular style as a percentage. To do this, the number of points scored by the respondent in this style must be divided by the total number of questions included in this scale.

Emotional-improvisational - EIS (15 questions):

2, 3, 5, 11, 12, 13, 14, 16, 17, 21, 22, 26, 27, 28, 29

Emotional-methodical - EMS (25 questions):

1, 3, 4, 5, 6, 7, 9, 11, 12, 15, 16, 17, 19, 20, 22, 23, 24, 25, 27, 28, 29, 30, 31, 32, 33.

Reasoning-improvisational - RIS (17 questions):

2, 3, 4, 6, 7, 8, 9, 10, 11, 13, 18, 20, 22, 25, 26, 27, 28.

Reasoning-methodical - RMS (16 questions):

1, 4, 6, 7, 8, 9, 10, 18, 19, 20, 23, 24, 25, 31, 32, 33.

After you have determined the individual style of your pedagogical activity, we suggest that you familiarize yourself with common characteristic this style. Then compare, please, the highlighted features with the specifics of the process and the effectiveness of your activities. If there is a match, based on the proposed recommendations, make individual plan improving their style of teaching.

Emotional improvisational style (EIS).

A teacher (trainer) with EIS is distinguished by a predominant focus on the learning process. Such a coach builds an explanation of new material in a logical, interesting way, however, in the process of explaining, he often lacks feedback from the athletes. During the exercises, the teacher (coach) addresses a large number of students (athletes), mostly strong, who are interested in him, gives them a variety of tasks at a fast pace, but gives them little to speak and show independence. The teacher is characterized by insufficiently adequate planning of the educational process. To work out in training, he chooses the most interesting exercises; less interesting, though important, he leaves for independent execution. In the activity, the consolidation and repetition of exercises, control over their implementation are not sufficiently represented. The teacher is distinguished by high efficiency, the use of a large arsenal of various teaching methods. He often practices group forms of work, stimulates the initiative of the athlete. Characterized by intuition, expressed in the inability to analyze the features and effectiveness of their activities.

Advantages: a high level of knowledge, artistry, contact, insight, the ability to organize training in an interesting way, the ability to captivate students (athletes) with a sport, manage teamwork, vary various forms and methods of training, create a favorable psychological climate.

Disadvantages: lack of methodology (insufficient representation of consolidation and repetition of exercises, control of formed skills). Perhaps insufficient attention to the level of development of weak students (athletes), insufficient exactingness, high self-esteem, demonstrativeness, hypersensitivity, which leads to excessive dependence on the situation in training. As a result, those involved in sports have a strong interest in the sport and high physical activity combined with insufficiently formed skills and abilities.

1. To somewhat reduce the amount of time devoted to learning new exercises; carefully work out all the exercises, paying great attention to consolidation and repetition.

2. In the learning process, carefully monitor how skills are formed; do not move on to learning new exercises without being sure that the previous exercises have been mastered by all involved.

3. Try to pay attention to each athlete, be attentive to the level of development of weak students (athletes).

4. Try to activate students (athletes) not with external entertainment, but to arouse their interest in the features of the sport itself.

5. During the execution of the exercises, achieve correct performance, encourage the student (athlete) to a thorough analysis of mistakes, helping him with clarifications and additions.

6. Increase demands, make sure that students (athletes) complete tasks on their own.

7. Try to plan the lesson in detail, carry out the planned plan and analyze your activities.

Emotional-methodical style (EMS).

A teacher (trainer) with EMS is characterized by an orientation towards the process and results of learning, adequate planning of the educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Focusing on both the process and the learning outcomes, the teacher adequately plans the educational process, gradually works out all the material, carefully monitors the level of development of all those involved (both strong and weak), his activities constantly include consolidation and repetition of exercises, control. Such a teacher (trainer) is distinguished by high efficiency, he often changes the types of work in training, practices collective forms of work and discussion. Using the same rich arsenal of methodological techniques as a teacher with EIS, a teacher (trainer) with EMS, unlike the latter, seeks to activate those involved not in external entertainment, but in a strong interest in the features of the sport itself.

Advantages: a high level of knowledge, contact, insight, high methodicalness, exactingness, the ability to teach the material in an interesting way, the ability to activate athletes, arousing their interest in the features of the sport, the skillful use and variation of forms and methods of training. As a result, athletes combine strong skills with high physical activity.

Disadvantages: somewhat overestimated self-esteem, some demonstrativeness, hypersensitivity, causing your excessive dependence on the situation in the lesson (training), the mood and preparedness of the students (athletes).

1. Talk less at the lesson (training), giving students (athletes) the opportunity to fully show their independence.

2. Do not correct mistakes right away, but, together with those involved, conduct a detailed analysis of them, through numerous clarifications, tips, and lead-up exercises.

3. Try to be as restrained as possible.

Reasoning and improvisational style (RIS).

A teacher (trainer) with RIS is characterized by an orientation towards the process and results of learning, adequate planning of the educational process. Compared to teachers of emotional styles, a teacher (trainer) with RIS shows less ingenuity in the selection and variation of teaching methods, is not always able to provide a high pace of work, and rarely practices collective forms of work. Those involved combine interest in the sport with strong skills. The teacher speaks less himself, preferring to influence the athletes indirectly (tips, clarifications, etc.).

Advantages: a high level of knowledge, contact, insight, exactingness, the ability to clearly and clearly teach the material, an attentive attitude to the level of development of all students (athletes), objective self-esteem, restraint.

Disadvantages: insufficiently wide variation in the forms and methods of teaching, insufficient attention to the constant maintenance of discipline in the classroom. A lot of time is devoted to the implementation of exercises by each student (athlete), at the same time, such a manner of conducting a lesson (training) causes a slowdown in the pace. This shortcoming can be compensated for by more extensive use of a variety of methods.

1. Practice collective forms of work more often, show more ingenuity in the selection of exciting tasks.

2. Show more intolerance to violations of discipline in the classroom. Require silence immediately and sternly, and eventually you will not have to make so many disciplinary remarks.

Reasoning-methodical style (RMS).

Focusing primarily on learning outcomes and adequately planning the educational process, a teacher (trainer) with DMS shows conservatism in the use of means and methods of pedagogical activity. High methodology (systematic consolidation, repetition of educational material, control of skills and abilities) is combined with a small, standard set of teaching methods used, preference for the reproductive activity of students (athletes), and rare group discussions. In the process of tasks, the teacher (coach) addresses a small number of students (athletes), giving everyone a lot of time to complete it, giving special time to the weak.

Advantages: high methodicalness, attentive attitude to the level of development of all students (athletes), high demands.

Disadvantages: inability to constantly maintain students' (sportsmen's) interest in a sport, use of a standard set of forms and teaching methods, preference for reproductive rather than productive activities, unstable emotional attitude towards students (sportsmen). As a result, students (sportsmen) have developed skills and knowledge combined with a lack of interest in the sport. Staying at the lessons (trainings) for many of them is tedious and not always interesting, often there is no favorable psychological climate.

1. Apply more encouragement to well-performed exercises, less harshly condemn bad ones. After all, the results of their training ultimately depend on the emotional state of students (athletes).

2. Try to expand your arsenal of teaching methods, to vary the various forms of classes more widely. Try to use various exercises to boost activity.

3. Practice collective discussions more often, choose video recordings of competitions for analysis, with the participation of both the students themselves (athletes) and the strongest.

For athletes whose activities are associated with regular high mental stress, the risk of injury, great responsibility to themselves, teammates, coaches and spectators, during training and competitive activities, the level of requirements for the psyche is very high. At the same time, it should be noted that the properties of temperament largely determine professional suitability. Thus, the study of the properties of the temperament of handball players in conjunction with the study of other personality traits is of great importance for the correct distribution by role and for managing their training and competitive activities.

In handball, players are divided into roles, which provide for the performance of certain game functions. Some must take the initiative and organize attacks, while others must be able to play along in time and create the necessary conditions for attacking the opponent's goal. These functions determine the "leaders" and "followers" in handball. The correspondence of the psychological characteristics of handball players to their playing role plays an important role in the game.

The peculiarities of the course of mental processes in different people largely determine their ability to achieve sportsmanship. Without sufficient information and understanding of character traits genetically determined by temperament, it is impossible to carry out high-quality training of handball players.

Sensations (the role of different types of sensitivity)

Sensations are mental processes of reflection of individual properties of objects and phenomena of the external world that directly affect the body, as well as internal states of the body that arise as a result of the direct impact of certain stimuli on the corresponding sense organs, that is, the receptor apparatus of the analyzers.

In game sports, the main role is played by musculo-motor sensations that arise as a result of the activity of the musculo-motor analyzer, which includes a number of receptors.

Muscle and tendon receptors, when irritated, give a sensation muscle tone when moving.

Articular receptors, when irritated, give a sense of direction, shape, and duration of movement.

As a result of systematic trainings and competitions, high-class athletes significantly increase the sensitivity and modality (selectivity) of the musculo-motor analyzer, which makes it possible for them to finely differentiate motor, vestibular, tactile and other sensations.

Of great importance in practical activities is the visual analyzer, which in experienced athletes keeps everything that happens on the site in focus.

Memory and ideomotor

Before performing a complex-coordinating motor action, it is necessary to remember and mentally reproduce its visual-motor image. Thus, the basis of ideomotor training is the ideomotor act - the process in which the transition of the idea of movement into the actual execution of this movement is carried out. The ideomotor act is based on motor images-representations about movements.

Ideomotor training has found wide application in sports. The inclusion of ideomotor training in the training system can contribute to the improvement of his speed-strength qualities and technical equipment.

Thinking

Directly in practice, thinking, as a process of cognitive activity, is essential, allowing the athlete to comprehend and realize his actions. In the process of competition, operational thinking plays a significant role as a substructure of practical intelligence, contributing to the adequacy and speed in resolving practical situations. Intuitive thinking is characterized by an even greater speed of mental operations and their minimal awareness, sometimes being realized in a completely unexpected and original technique, a kind of motor insight (enlightenment).

Attention

The value of attention as the focus and concentration of the athlete's activity in this moment time on a specific game situation, in extreme activities, which are competitions, it is difficult to overestimate. Selectivity and stability of attention during the match are manifested in the concentration on the game situation. The amount of attention is expressed in the number of perceived objects: the enemy, the playground, the nearest zone behind it, one's own internal state.

Typical mental states of athletes and ways of their regulation

Mental states reflect the whole gamut of internal and external, subjective and objective conditions of life that are relevant to a person at a given moment in time. They are classified according to factors that reflect their essential features: by their predominance in the structure, by the relationship to a particular type of activity, by the temporal relationship to the activity, by the intensity of mental functions, by the direction of experiences, etc.

Training mental states

In training, an athlete can be in a variety of mental states, as desired: concentration, attentiveness, enthusiasm, passion, inspiration, perseverance, determination, mobilization, etc.; and undesirable: distraction, apathy, uncertainty, aggressiveness, timidity, etc.

Creating a favorable mental state for an athlete, which ensures a high-quality level of training, is a specific task of psychological preparation. The achieved actual mental state may be temporary. Stabilizing, the current state tends to transition into a dominant mental state, which, remaining for a long time, on the basis of stable relationships, determines the personality traits that make up the essence of a sports character.

According to the level of tension of mental functions, the state of an athlete can vary over a very wide range from optimal functioning to stress and frustration. In this regard, it should be noted that one of the most important factors in ensuring the effectiveness of an athlete's activity is the level of mental stress. At the same time, in the holistic process of mental regulation of the personality's activity, three of its main components can be observed: intellectual, emotional and volitional. It is no coincidence that in the training of highly qualified athletes, along with its physical, technical, tactical components, a significant place is occupied by volitional and mental training. However, such a division is rather arbitrary, since neither reason nor feeling can be isolated from the whole. At the same time, taking into account the importance of the intellectual component, the features of interaction and mutual influence of the emotional and volitional components are of fundamental importance for the effectiveness of the athlete's activity.

Mental stress manifests itself in training and in competitions. The tension in the training process is mainly due to the need to perform an ever-increasing physical load. In extreme conditions of competition, mental stress is added to it, dictated by the goal of achieving a certain result. Conventionally, tension in training can be called procedural, and in competition - productive. Usually they manifest themselves not only in activity, but also before it, with the difference that procedural tension occurs immediately before training, and productive tension can occur long before the competition.

It is known that the state of mental stress, as well as physical fatigue, alternating with rest, are a means of achieving the supercompensation phase, that is, the goal of sports training. However, those superloads that are used in modern sports highest achievements, can lead to overwork, mental tension, that is, to a decrease in body functions, which can be considered as a negative factor.

If we consider the training process as a pedagogical process of controlling the states of an athlete with a closed loop feedback, then a very important component here is the control system. When managing a mental state, such control is usually called psychodiagnostics. Based on the fact that after heavy loads the athlete's psyche recovers longer than other functions, the coach's knowledge of the signs of mental overstrain comes to the fore: nervousness, vicious sthenicity, asthenicity and determines the general and specific signs for each stage.

Competitive and pre-competitive mental states

Usually, the following characteristics of the dynamics of pre-competitive and competitive mental stress are distinguished: starting indifference (SB), combat readiness (BG), starting fever (SL), starting apathy (SA).

SB means that the athlete is calm enough and is explained by the fact that the upcoming competitions are not of particular importance for him, his level of preparedness is quite enough for victory. It is believed that SB cannot contribute to the manifestation of the body's reserve capabilities, which are revealed only due to extraordinary mental states. Therefore, the state of SB is defined as unfavorable.

The state of BG is optimal, as it ensures the harmony of all body functions, when it is possible to manifest its reserves. It is clear that leading an athlete in such a state by the time of the start requires a huge psycho-pedagogical skill of the coach. But, even with a filigree summing up of an athlete for a specific competition, the coach must be prepared for the emergence of unpredictable negative factors that can significantly reduce the state of BG. These can be various organizational costs, as well as direct psychological impacts.

Mental tension, increasing, can turn into mental tension and the athlete enters a state called starting fever (SF) and is characterized by disharmony of functions and systems that provide activity, a drop in energy capabilities is observed. In this state, the result of the battle is completely unpredictable, although it is much more likely that it will be negative. It is quite clear that the SL state is undesirable.

It should be noted that an uncontrolled state of SL can lead to a sharp drop in mental stress and a transition to an extremely dangerous state, which is practically not amenable to correction and is called starting apathy (SA).

Techniques of regulation and self-regulation of the states of an athlete

Persuasion and suggestion is an influence on the athlete from the outside. Their task is not only to create the necessary relationships and states, to induce actions - immediate or delayed, to cause feelings or volitional efforts right there or some time later, but also to lay the foundation for self-belief and self-suggestion. External influence forms, improves and corrects the system of self-regulation. Education and self-education in sports are so closely intertwined that they can only be divided conditionally, into:

lectures and talks for athletes;

· indirect suggestion;

heterotraining and relaxation;

Instilled rest.

Ways of self-regulation can be classified according to various schemes and principles. The proposed classification is based on the fact that conscious self-regulation is the control and change in the content and direction of consciousness. Therefore, the most correct principle must be recognized as taking into account the objects of consciousness. With a rough account of the objects of consciousness, they can be divided into two groups: external and internal. External - this is all the diversity of the world surrounding a person. Internal - this is our "I". Each person creates the concept of his "I", which is always tripartite: this is the physical "I", the spiritual "I" and the social "I". Complex experiences that arise in the process of reflection and self-management of each of these components of the "I" are a large part of the process of self-regulation. Hence, there are four groups of methods of self-regulation of mental states:

1) shutdown-switching;

2) control and regulation of tone facial muscles and skeletal muscles, the pace of movements and speech, special breathing exercises;

3) plot representations and imaginations, self-hypnosis;

4) goal-setting variation.

Psychoregulatory means of recovery in the training process.

Most effective methods psychorehabilitation, which received a positive assessment of athletes with a voluntary choice and participation in our sessions for many years, were the suggested rest and hypnosis described above (using special suggestion texts), as well as their varieties: verbal-musical psychoregulation, sessions before bedtime and psycho-bioenergetic trance .

Conclusion

Improvement in the aspect of psychological preparation is aimed at improving sensorimotor coordination, speed and accuracy of motor actions in conditions of a critical time deficit in an unfamiliar or unusual environment. Formation of psychological readiness for competitions with optimal energy consumption; stabilization of a high level of development of the psyche. Achieving a state of adaptation to any influencing extreme factors; making the right decisions and their subsequent implementation through skills and abilities; development of anticipatory (anticipatory) reactions based on probable prediction during the match; development of the ability for the intensity of movement and stability of attention, the accuracy of spatial perception, the volume of the field of view, time estimation and a whole range of other qualities that can improve the level of an athlete during the competition.

But further work in this direction is possible only if there is a certain culture of mental activity, stable skills of self-control and mental self-regulation.

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Psychology of physical culture

Textbook for higher educational institutions of physical culture

Under the general editorship of Professor B. P. Yakovlev, Professor G. D. Babushkin

Recommended by the educational and methodological association of higher educational institutions of the Russian Federation for education in the field of physical culture as a textbook for educational institutions of higher professional education, carrying out educational activities in the direction 034300.62 - Physical culture

Reviewers:

A. N. Nikolaev,

V. A. Zobkov, doctor of psychological sciences, professor;

V. D. Povzun, doctor of pedagogical sciences, professor

Introduction

This publication is a textbook on psychology for students of physical culture faculties.

Psychological knowledge has firmly become part of the necessary theoretical training of specialists in physical culture and sports. It is impossible to organize the process of physical education for a teacher of physical culture, the training process for a coach, to ensure the successful performance of athletes in competitions without knowledge of the psychological patterns in human behavior in various situations. On the basis of this knowledge, professional competencies are formed in future specialists, allowing them to put their professional readiness into practice. The importance of psychology for future specialists in the field of physical culture and sports is great. Without knowledge of the patterns of manifestation of the psyche, it is impossible to correctly and productively plan and organize the process of physical education in an educational institution, the educational and training process and the special psychological preparation of athletes for competitions, selectively manage a sports team, and much more, which is associated with the integral training of athletes, the learning process and education.

Knowledge of psychology and its use in the practice of working with athletes and in physical education classes will allow the coach, teacher to avoid the occurrence of adverse manifestations in stressful conditions of activity (high levels of anxiety, pre-start phobias, frustration, interpersonal conflicts, etc.) and increase efficiency training activities achieve high professional excellence. The future specialist should remember that it is psychological knowledge that constitutes the necessary base on which the competence of a coach and teacher is formed.

A coach, a teacher should be able to identify the individual psychological characteristics of beginner athletes in the selection and selection for a particular sport and, on their basis, organize the training process, determine the volume and intensity of physical activity, build a process of communication with those involved.

This textbook can be considered as a guide to the main sections of general psychology, psychology of physical education, sports psychology for full-time and part-time students in universities in the direction of "Physical Education". When compiling this manual, the authors were guided by the Federal State Educational Standard of the Higher Professional Education of the direction 034300.62 "Physical Culture", the programs of the courses "General Psychology", "Psychology of Sports and Physical Culture". This textbook is designed in such a way as to help full-time and part-time students, for whom the most acute problem is the direct acquisition of knowledge from a psychologist-teacher, to master the experience, theoretical position and methodology, primarily of domestic psychology. Of course, this is impossible without an analysis of the most influential concepts of Western psychologists, their review is also presented in an educational publication.

The proposed textbook is focused on educational goals for the formation of an objective rationalistic modern picture of the functioning and development of the psyche, for the development of a student's creative way of thinking, determined by the dominant paradigms, the leading principles of Russian psychology. Studying a psychology course in sports universities and faculties of physical culture provides for: 1) promoting the development of students' professional self-awareness and pedagogical thinking; 2) equipping future specialists in physical culture and sports with psychological knowledge about the personality, about the process of physical education and sports activities; 3) formation of ideas, experience when using psychological knowledge in the field of physical education and sports training.

Thus, the course "Psychology of Physical Culture" should contribute to the formation of a holistic approach to the problems of modern psychology, organizing and transforming the relationship between the most influential concepts in the field of physical culture, as well as branches of psychological knowledge. Psychological science today occupies one of the leading places in the training of specialists in physical education in universities, in which experienced psychologists and teachers organize the educational process and develop urgent problems in the field of psychology of physical education and sports, introducing the acquired knowledge into the educational process.

To master the course of psychology of sports and physical education, full-time and part-time students cannot limit themselves to studying the thematic content of the textbook. Each topic contains a number of abstract topics, which requires an independent detailed study of the proposed basic and additional literature for each chapter. The performance of tests, the topics of which are proposed in the textbook, also require a thorough and systematic study of the literature, the development of the ability to select, compare and analyze psychological facts, as well as the culture of presentation and citation of the material. Thus, each chapter ends with topics for writing essays, control questions, a list of recommended literature.

The textbook was prepared by a team of authors consisting of: Doctor of Psychology, Professor B.P. Yakovlev; Doctor of Pedagogy, Professor G. D. Babushkin; doctor of psychological sciences, professor E. A. Naumenko; Doctor of Pedagogical Sciences, Professor V. A. Salnikov; Candidate of Pedagogical Sciences, Associate Professor V. V. Apokin; Candidate of Pedagogical Sciences, Associate Professor E. G. Babushkin; Candidate of Pedagogical Sciences, Professor A.P. Shumilin.

Part one

General psychology

Introduction to the basics of psychology

1.1. The concept of psychology, the object and subject of psychology

General psychology is an area where the generalization of knowledge, data accumulated in branch scientific disciplines takes place. This is the area where not only generalization takes place, but also the setting of new modern tasks for all branches of psychology, the development of basic approaches, concepts, principles, and new methods for studying the psyche.

The name itself psychology means in ancient Greek "psyche"- soul, "logos" doctrine, science, thus the literal translation of the term "psychology" - the doctrine of the soul or the science of the world of subjective (internal, mental) phenomena, processes, states and properties, conscious or unconscious by the person himself.

In everyday language, the word "psychology" is used to characterize the psychological make-up, type of personality, group of people, temperament, character of a person: "he has the psychology of choleric, phlegmatic, etc."

In the scientific language, psychology is considered as a science of facts, patterns, mechanisms of emergence, development, functioning and manifestations of the psyche as a special form of life.

Psychological facts - relatively superficial, observable (including fixed with the help of psychological techniques) psychological phenomena - manifestations of the existence and action of the psyche. The ability to notice psychological phenomena, to explain, to understand what they testify to, what is hidden behind them, is necessary for any healthy person, including a teacher.

Psychological patterns - objectively existing causal relationships of mental phenomena and their conditioning. The observed psychological facts cannot be understood, let alone influenced them, without understanding the patterns associated with them. In the psyche, regularities are probabilistic in nature. Therefore, studying, evaluating and taking into account them, it is more correct to reason by type: “as a rule”, “most often”, etc.

Ural State Academy of Physical Culture

Department of Theory and Methods of Boxing

Psychology test

physical culture and sports

female students 302 groups

Chelyabinsk, 2005

Question 1. Negative mental states in sports activities

Volitional regulation is a factor of conscious tension of all physical and spiritual forces aimed at increasing the effectiveness of activity. The basis of volitional regulation is not only desire, but also duty, a deep understanding of the need to overcome oneself in order to achieve the goal.

High and prolonged stress, especially in monotonous training sessions, can have a negative impact on the athlete. Modern training in the sport of high achievements uses such high physical loads that the athlete often finds himself in a state of increased mental stress. In itself, mental stress is a positive factor, reflecting the activation of all functions and systems of the body, harmoniously included in the activity and ensuring its high productivity. At the same time, if the tension is excessively high, prolonged and accompanied by fear of stress, poor relationships with others, insufficient motivation, self-doubt, etc., it develops into mental tension, which is already considered as a negative factor, since it is associated with disharmony of functions, excessive and unjustified expenditure of energy, primarily nervous.

There are three stages of mental overstrain: nervousness, vicious sthenicity and asthenicity. There are general and specific signs of mental overstrain for each stage.

Common signs: fatigue, decreased performance, sleep disturbance, lack of feeling of freshness and vigor after sleep, episodic headaches.

Specific features characterize each stage separately.

Nervousness. At this stage, mental overstrain is manifested by capriciousness, mood instability, internal (restrained) irritability, and the appearance of unpleasant sensations (muscular, interoceptive, etc.). At first, these signs do not appear often and are not pronounced. When capriciousness is manifested, the athlete remains organized, disciplined, as always, performs the coach’s task with high quality, but periodically expresses dissatisfaction with the task, the tone of the address, the living conditions, etc. This is manifested in facial expressions and gestures, “grunting”. Such whims can be considered as a kind of adaptation of an athlete to increasing neuropsychic stress. At the same time, they cannot be ignored. The coach must show subtle pedagogical tact in communicating with the athlete. You should not indulge whims, as this creates the conditions for their further manifestations, but you should not stop them abruptly, as this can lead to conflicts; the ability to gently correct whims helps the athlete to restrain them, as he is aware of them.

Instability of mood is manifested in a quick change, inadequacy of the reaction. Minor success causes stormy joy, which, however, is quickly replaced by a negative attitude towards the environment.

Internal irritability is most often expressed in facial expressions and pantomime, but does not manifest itself in behavioral acts.

The appearance of these signs of mental stress during the most stressful periods of training can be considered natural. At the same time, they should alert everyone who communicates with the athlete, and first of all the coach. To normalize the mental state of an athlete, it is necessary to find out the cause of increased stress, perhaps temporarily change the tasks of training and competition, purposefully organize leisure, and use methods of psychoregulation.

Vicious sthenicity. Its signs: growing, unrestrained irritability, emotional instability, increased excitability, anxiety, tense expectation of trouble.

Internal anxiety and tense expectation of trouble is expressed in what the athlete perceives as a deviation from the norm, as a signal of possible failure, what seemed natural before, for granted.

For some athletes, the stage of vicious sthenicity is so short-lived and not pronounced that we can talk about the transition of the first stage immediately into the third.

Anxiety is expressed in violation of internal mental comfort, anxiety or even fear in situations that were previously relatively indifferent to the athlete.

Question 2. Psychological foundations of communication in sports

Ppsychological features of a sports team. Sports activity is collective in nature, proceeds and is prepared in the presence of other people and with their participation. A sports team is a team with its own psychological characteristics, in which certain relationships develop between athletes.

General concept of a sports team as a small social group and collective. A sports team is a kind of small social group. It has all the features that in social psychology characterize small groups. These features include: number, autonomy, group goal, collectivism, differentiation and structure Number. The lower limit of a small group is two people, and the upper limit should not exceed 40 people.

The works of social psychologists have shown that groups of 6-7 people are the most stable and effective. They can be considered optimal for solving target problems.

All sports teams meet these requirements for the size of a small group. So, the hockey team of the major league masters includes 30 people: a head coach, a team leader, his two assistants (coaches), a doctor, a massage therapist, and players. The concept of "players" covers hockey players of the main team (four fives plus two goalkeepers) and 3-5 athletes from the youth team.

The most important features of the internal life of Soviet sports teams are: a) communist consciousness, ideological purposefulness and political literacy; b) effective group emotional identification, i.e. mutual interpersonal identification, when team members emotionally react to the successes and failures of their comrades; V) collectivistic self-determination, i.e. the principled attitude of team members to any events and information, their perception through the prism of the group's value system and goals, the subordination of their individual goals and desires to the requirements of group activity; G) high cohesion, which is manifested in the unity of opinion of all members of the team on the most important aspects of the team's life. Such "...value unity is the most important factor in the inclusion of the group in the activities of the entire social system, a measure of the actual collectivity of this social community." The true cohesion of the group takes place only if the individual efforts of individual members of the group are combined and these efforts are determined by the content. joint activities. For the development of a sports team as a collective, it is especially important that the joint efforts of its members be subordinated to high social ideals. The success of a sports team can be achieved only if personal and narrow group interests are subordinated to socially significant goals.

Differentiation and structure. Interaction in the process of solving the tasks facing the team gives rise to differentiation between its members both in terms of the functions and duties performed, and in personal contacts, that is, formal (official) and informal (friendly) groupings arise within the same team. At the same time, group differentiation does not yet create a structure. Structure is created by connections and relationships between athletes and subgroups of athletes within a team.

Formal sports team structure. In the process of joint sports activities, there is a differentiation of roles and functions between team members and the formation of a certain stability of business relationship systems between athletes performing various functions. Without a "division of labor" and coordination, cooperation of various functions, group activity cannot be successful. This simple truth is sometimes forgotten by athletes, and not only through their own fault; in many respects this is facilitated by the opponent, who destroys simulated ties. In this case, each team member tends to take a leading role in the attack, the defenders begin to play "on the rebound", forgetting that the attack begins with their accurate pass. And then about the matches of football players, for example, they write that on the field had 11 players, but there was no team. To ensure that such situations occur as rarely as possible, the rights and obligations of each team member are fixed in the rules, orders, orders and other official documents that regulate the processes of interaction between athletes. Together, these documents define the formal (or official) structure of a sports team.

The formal structure of a sports team is divided into horizontal and vertical.

The horizontal structure reflects the distribution of roles (role) in the team. For example, a handball team has the following horizontal structure: goalkeeper, right and left, half-middle, point guard, lineman, right and left winger. This is a game role. In the conditions of training and competition, the relationship of athletes is regulated by their roles, which determine the frequency, density and nature of contacts.

The vertical structure is determined by the presence of subordination relationships within the team: team leader - senior coach - second coach --> - team captain - main players --> - reserve players. The vertical structure defines the order of subordination and dependence. Violation of the vertical structure results in a decrease in discipline, personal responsibility, and the quality of performance by athletes of their functions.

Psychological features of the activity and personality of the coach. The management of the activities and behavior of athletes at the level of the formal structure is carried out by the coach. He is the person in whose hands the official leadership of the sports team is concentrated. The activity of the coach as the official head of the team is quite multifaceted. The analysis of this activity allows us to identify the following main functions of the coach.

Information function. The coach speaks to the athletes as a specialist, a source of necessary knowledge in sports and related disciplines. In this regard, he must have a large stock of knowledge on the history of sports, the theory and methodology of sports training, etc. It is very important that the knowledge of a coach is constantly updated and does not lag behind the current level of development of sports science.

Teaching function. The trainer carries out a purposeful pedagogical process. Under the guidance of a coach, athletes improve their motor skills, abilities and physical qualities, learn technical and tactical combinations.

Compared to other pedagogical professions, the activity of a coach is complicated by the fact that he often has to train athletes in such actions that they themselves are not currently able to perform at the required level.

educational function. The coach has a purposeful influence on the development of the personality of athletes, the formation of their high consciousness and patriotism. In this regard, it is very important that the coach himself had socially positive traits. After all, education to a large extent occurs spontaneously, by virtue of the imitation of students to their educator. As K. D. Ushinsky wrote, “... the most important thing will always depend on the personality of the direct educator, standing face to face with the pupil: the influence of the personality of the educator on the young soul is that educational force that cannot be replaced either by textbooks, or moral maxims, or system of punishments and rewards.

guiding function. This feature is central to coaching. It most fully expresses the professionalism and skill of the coach. As the head of the team, the coach is responsible for its entire inner life, from formation to the achievement of high sports results.

Administrative function. The coach performs a number of administrative and economic duties: organizes training camps and competitions, rents premises and sports facilities, supplies athletes with equipment, sports uniforms, etc.

In the process of many years of work, each coach develops an individual style of team management and communication with athletes. It is customary to distinguish three main types of leadership: authoritarian, democratic and liberal.

The authoritarian or directive style of the coach's work is characterized by high centralization of leadership, complete unity of command, great demands, strict control, and the desire to reserve the right to make decisions. The authoritarian coach wraps all guidelines in the form of orders, ultimatum demands and orders. The slightest deviation from his instructions causes anger, indignation and the following severe administrative sanctions: reprimands, penalties, deprivation of benefits, etc. subordination, any manifestation of independence and initiative is considered as a gross violation of subordination and discipline. Such a coach does not like independent athletes, does not get along with them, treats with sympathy those who do not contradict him in anything and support all his proposals.

The democratic or collegial leadership style is characterized by the distribution of powers and functions between the coach, his assistants and athletes, reliance on public organizations, objectivity and fairness, and a sensitive, attentive attitude towards athletes.

The collegiate leader tries to manage the team in such a way that each athlete feels like an active participant in the common cause, shows independence and initiative. In his decisions, he often focuses on the opinion of the team, takes into account the wishes of the athletes (for example, when drawing up a training plan, choosing a tactical decision, forming a team, etc.). He is really interested in the opinions and desires of athletes, and therefore athletes feel at ease with him, willingly communicate, trust their personal concerns and problems. A coach with a democratic leadership style is always well aware of the inner life of the team, knows all the main worries and anxieties of his pupils. Gentleness, tact and collegiality are the main advantages of a coach of this leadership style.

The liberal, or conniving, leadership style is characterized by little involvement of the coach in managing the team. Such a coach tries to interfere in her affairs as little as possible, gives athletes too much freedom of action and behavior. He exercises control over the activities of athletes episodically, is inconsistent in his requirements, considers his main function to be providing athletes with information and advice, but he does this mainly in cases where athletes themselves turn to him for help and any information. His remarks, censures, praise in most cases are of a formal nature; he accepts any explanations about unfulfilled tasks or violations of discipline on faith, without a critical attitude towards them. In a team led by a liberal coach, the athletes are mostly on their own. Therefore, high results can only be expected from very independent and strong-willed athletes.

In sports, there are rarely coaches whose activities are characterized by one particular style of team management. Usually, all three leadership styles are seen in the work of each coach, but the intensity and frequency of their use varies from coach to coach. A stable combination of leadership styles determines the individual style of the trainer.

Informal sports team structure. If team members interact only on the basis of formal prescriptions, the consistency of their actions will be minimal. Real interaction occurs only when the official connections between athletes are filled with emotional personal content, that is, they become subjectively significant, in other words, when another, informal system of connections is built on top of the formal system of relations, the nature of relations is prescribed by the formal structure, however, all relations , including business ones, proceed as personal reactions.

Studies conducted in different sports with athletes of different qualifications have shown that with the growth of sportsmanship, convergence occurs, the convergence of both structures with the dominant role of the formal structure. The more mature and developed a sports team becomes, the more significant the role of the formal structure becomes and the more influence it has on informal interpersonal communication.

The informal team structure, like the formal one, is divided into horizontal and vertical. Horizontally, the informal team structure is divided into two substructures: business and emotional.

The business substructure arises as a result of the cooperative-activity integration of athletes. It is largely determined by the external goals of the team and naturally changes along with them (for example, when moving from preparatory period to competitive).

The emotional substructure reflects the direct affective connections (likes, dislikes and indifferences) between team members. It seems to complement the business substructure, smoothing out the disintegrative tendencies that are the result of functional stratification (each athlete is responsible for a separate area entrusted to him). Emotional relationships inevitably arise in any team as a result of mutual assessments of behavior and actions in the process of interaction.

The allocation of business and emotional substructures is conditional. In sports, emotional relationships are formed in the process of joint activities, depending on how successfully team goals are achieved. In addition, due to the high importance of the success of sports activities for athletes, business relations between them are always accompanied by strong emotions, contribute to the active formation of subjectivity in their interpersonal relationships.

The vertical organization of the informal team structure reflects the nature of the distribution of leadership and subordination relations between athletes. Each athlete has a certain rank in the team, corresponding to his status of power: the higher the rank of the athlete, the more power and authority he enjoys within the team. Therefore, vertical organization can be seen as a rank dependency between athletes in an informal team hierarchy.

The problem of leadership in sports. The maximum rank in the team's informal hierarchy determines the status of its leader. Naturally, the leader has the greatest power and authority in the team, which allows him to lead the team, similar to that carried out by the coach. The difference lies in the fact that the coach is the leader in the formal structure of the team and in his managerial activities uses official sanctions: incentives, penalties, material incentives, etc.; the leader, on the other hand, has informal power, he does not have the right to use the official apparatus of power, his power is based on norms, rituals, unwritten rules and traditions of the team. In addition, a coach can effectively perform his functions only in the conditions of a training camp, where his power is practically unlimited. In competition, the coach cannot directly intervene in the activities of the athletes, and therefore his ability to lead the team is drastically reduced. At this time, the control of the team almost completely passes to the leader. It is he who must organize the team to implement the planned tactical plans, direct its efforts to achieve victory.

An analysis of the leadership actions of a leader makes it possible to single out the three most important generalized functions of leadership: organizational, informational, and educational.

The organizational function is to develop team goals, develop plans for the implementation of the efforts of all team members to achieve the goals. In a game situation, this function manifests itself mainly in instructions that direct, accelerate or reinforce certain actions of teammates: “Throw!”, “Block!”, “Stop!”, “Faster!”, “At me!” etc. Often the leader deliberately temporarily concedes his functions to one of the athletes who is in more favorable conditions, or forces, imposes certain actions on his partners. In these ways, the leader organizes and directs the efforts of team members to implement a tactical combination.

The information function assumes that the leader is the clearinghouse for information in the team. He informs the athletes about the current tasks of the team, how to solve them, the distribution of functions, expected results, opponents, etc. In a game situation, this function boils down to establishing and maintaining at an optimal level the exchange of information between athletes based on the tactical plan and the combination being performed. The leader reports information about substitutions and movements in his team and in the opposing team, informs about the time, current score, expected actions of opponents, etc.: “There will be a throw”, “We are fewer”, “Hands!” and so on.

The educational function involves the leader's efforts to develop a sense of camaraderie, personal responsibility, respect for social norms and requirements, discipline, self-discipline, reliability and other socially significant characteristics of behavior among team members. This function is carried out by the leader mainly not at competitions, but during training sessions and rest. In a competitive environment, the leader's educational actions are limited by value judgments: "That's right!", "Well done!", "Where are you looking?!", "What are you doing?" etc. Their content and emotional coloring serve as an effective means of fixing the correct forms sports behavior and troubleshooting. The intensity of the use of leadership functions largely depends on the nature of the tasks facing the team, the current sports situation and the intensity of the activity. There seems to be a correlation between the degree of success of the team in a tense situation and the intensity of the implementation of leadership functions.

The intensity of the use of various leadership functions (organizational, informational and educational) depends on the type of leader and mainly on what substructure (business or emotional) he is a leader in. The sportsman having the maximum status rank in the business substructure is the business leader of the team, in the emotional one he is the emotional one. Thus, in each team there are at least two leaders: business and emotional.

The business leader is focused on sports achievements, cares about improving the skills of athletes, acts as an initiator in the search for more effective and modern methods

The emotional leader is focused on interpersonal relationships in the team, maintaining a favorable psychological climate, preventing interpersonal conflicts, and educating athletes of high moral and patriotic feelings.

In fact, the division into business and emotional leaders is somewhat arbitrary. Often, both leadership functions are performed by one athlete. Moreover, such a combination is observed more often, the higher the rank of the sports team. Experts explain this by the influence of the level of requirements on the concentration of power in the team. The higher the requirements for the result and the more intense the sports activity, the higher the concentration of power should be. A sports team functions more efficiently if the distribution of power in the team corresponds to the nature of sports activities. When a team is focused simply on participation in competitions, and not on a certain result, distributed leadership is more effective, and when a team is focused on achieving high results, integration of leadership is more effective. Therefore, when a sports team is oriented towards records (departmental, world, Olympic, etc.), it functions more efficiently if leadership functions are combined. When there are several leaders in a team, rivalry for absolute leadership may arise between them. In this case, they themselves cannot successfully perform in one team and cause it to split into competing groups, which, of course, negatively affects the team's sporting achievements.

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5. Psychology / R. S. Nemov. M: 1998

PSYCHOLOGY OF PHYSICAL CULTURE AND SPORT

Edited by Doctor of Pedagogical Sciences, Professor A.V. Rodionov

PhD, Associate Professor E.M. Kiseleva

Ph.D., prof. S.D. Neverkovich

K.psychol.sci., acting Professor V.N. Nepopalov

K.psychol.sci., acting Professor A.L. Popov

Ph.D., prof. A.V. Rodionov

D.p.n. V.A. Rodionov

K.psychol.sci., acting Professor E.V. Romanin

K.psychol.sci., Professor G.I. Savenkov

K.psychol.sci., acting Professor V.F.Sopov.

K.psychol.sci., associate professor L.G.Ulyaeva.

Introduction - A.V. Rodionov

Chapter 1. History of the psychology of physical culture and sports - A.V. Rodionov, V.N. Nepopalov

Section "Psychology of physical culture"

Chapter 2 The subject of psychology of physical culture - V.N. Nepopalov

Chapter 3 Needs and motives of physical activity - V.N. Nepopalov

Chapter 4 Psychological patterns of age development of children and adolescents - V.N. Nepopalov, L.G. Ulyaeva

Chapter 5 Psychological foundations of education - A.L. Popov, V.A. Rodionov

Chapter 6 Psychology of cognition and development of motor actions - A.L. Popov

Chapter 7 Personality and psychological foundations of its formation in the process of physical education - V.N. Nepopalov

Chapter 8. Psychological characteristics of the teacher's personality - S.D. Neverkovich, E.A. Kiseleva

Chapter 9 Psychology of small groups in the system of physical culture - V.A. Rodionov

Section "Psychology of sports"

Chapter 10 The subject of sports psychology - A.V. Rodionov

Chapter 11 Methods of psychodiagnostics in sports – A.V. Rodionov, V.N. Nepopalov, V.F. Sopov

Chapter 12 Psychological foundations of selection in sports - A.V. Rodionov, V.F. Sopov

Chapter 13 Psychological features of the formation of a young athlete - A.V. Rodionov

Chapter 14 Features of the personality of an athlete - A.L. Popov, A.V. Rodionov

Chapter 16 Psychology of sports teams - E.V. Romanina

Chapter 17 Psychological features of training and competitive activity - G.I. Savenkov

Chapter 18 Psychological foundations physical training– V.F. Sopov

Chapter 19 Psychological foundations technical training– A.L. Popov

Chapter 20 Psychological foundations of tactical training - A.V. Rodionov

Chapter 21 Fundamentals of volitional training - V.F. Sopov

Chapter 22 Mental states in sports activities - V.F. Sopov

Chapter 23 Psychological preparation athletes and teams - A.V. Rodionov

Chapter 24 Psychohygiene and psychoprophylaxis in sports – V.F.Sopov

Chapter 25 Psychology of managing the behavior and activities of an athlete in situations of competition - A.V. Rodionov, V.F. Sopov

Introduction

In recent years, there has been progress in the field of psychological support for both the education and upbringing of the younger generation, and sports training. Schools are increasingly using new technologies for teaching and upbringing. But at the same time, programs become more complicated, the study load increases, and, for example, the beneficial effects of physical education do not compensate for the negative effects of mental stress. . Such important pedagogical and social problems are helped by a psychologist in cooperation with a teacher.

The current system of physical education at school is mainly built on the basis of traditional education, where a person is perceived through the prism of certain parameters (development indicators physical qualities, the degree of possession of motor skills and abilities, the level of theoretical knowledge) and acts as a means of achieving these functions. The theory of physical culture pays hypertrophied attention to the corporal (physical) side in comparison with the spiritual (mental) side of human activity.

Now we can note favorable trends. Conversional penetration of elements of sports culture into physical culture creates conditions for the intensification of physical training of children and adolescents (V.K. Balsevich, 1999). Improving the system of physical education has a progressive impact on the efforts of sports teachers to educate a full-fledged personality within the framework of physical culture and sports. It becomes possible to build a system of physical education in such a way that physical development students was carried out in conjunction with the mental. With this methodological approach, it is possible to achieve the full development of the individual in the educational process, and make physical culture an effective factor in the formation of personality in the very full sense this word.

Even more psychological problems in modern sports.

In the course of the development of a person engaged in motor activity, different systems biological, mental and social qualities and properties of a person in their relationship. In the early stages of ontogenesis, development is largely subject to biological laws, and it is they that determine the formation of a system of individual properties. Then social factors of development acquire leading importance. As the well-known Soviet psychologist B.F. Lomov said, the line of biological development continues throughout a person’s life, but it seems to “go to the foundation” of this life. It is natural that sports psychologists, as well as teachers in the field of physical culture and coaches, must take into account these patterns in the development process. guidelines on the construction of the training process with young athletes different ages.

Still the most important problem of modern sports psychology is the problem of studying and forming the psychomotor abilities of an athlete. Psychomotor factors not only determine the process of development of special sports abilities, but also largely determine the effectiveness of activity in any sport.

No less important for practice is the problem of sports talent and the role of neurophysiological properties in the emergence of such specific giftedness. One of the main provisions put forward at one time by B.M. Teplov is the position that “not individual abilities as such directly determine the possibility of successfully performing any activity, but only that peculiar combination of these abilities that characterize a given person” . This, in fact, is giftedness. It must be considered on the basis of the requirements that a particular activity imposes on a person, taking into account three points: 1) the requirements of the activity itself; 2) the social value of this activity at a given time; 3) criteria for its success at the present time.

The ability of people in extreme conditions to maintain high performance, to overcome the effects of increased stress on the psyche, their ability to successfully withstand the effects of various stressful factors - this is also a problem of sports psychology.

The "eternal" problem of studying the characteristics of an athlete's personality is now again at the forefront of sports and psychological issues. We are talking about the study of the orientation of the individual, about the features of the personal structural characteristics of highly qualified athletes in general and representatives various kinds sports activities in particular.

Foreign researchers are now paying much attention to the study of the "motivational constructs" of an athlete ("target orientations", "values", "self-confidence"). Of particular interest are studies of target dominant orientations: "to one's own self" or "to the task." It is clear that such orientations largely determine the athlete's attitude to training, to teammates. "Ego-oriented" athletes in team sports are too concerned about raising their own social status, which cannot but affect the psychological climate in the team.

Among the socio-psychological problems, a special place is occupied by the problem of optimizing the interactions (interaction) of athletes in a team. Specialists are paying more and more attention to the mechanisms of “mastering roles” by athletes in the process of interaction. It is stimulated by the influence of “role expectations” on the part of persons “significant” for the athlete with whom he enters into communication. We know many examples of how the effectiveness of an athlete in a team decreases only because his “role expectations” did not coincide with his true capabilities, and, for example, leadership positions in one team came into conflict with the social positions that have developed in a new team . Given that individuals interact in communication through their social roles, it is advisable to consider each act of communication as a socially modeled game. The chain of such game models forms the integrity of communication as a system process.

The most common are three main approaches to the problem of the relationship between an athlete and a coach: socio-emotional, which focuses on the mutual affective influences of an athlete and a coach, behavioral and organizational. Of particular interest is the first approach, in which the problem of "anxious behavior of the coach" can be identified. Within the framework of two other approaches, the features of the mutual perception of an athlete and a coach are studied; factors of their mutual understanding; causes and ways of resolving conflicts; features of the coach's work with young athletes; features of heterosexual and same-sex dyads coach-athlete.

In the process of solving the tasks inherent in sports activities by an athlete, there are complex mechanisms for assessing not only the current situation, but also its past and most likely future, the search for solutions adequate to this situation (the search is carried out in parallel using sensory, motor and cognitive operations).

The question of the levels of awareness and effectiveness of motor control exercised by an athlete is another problem that sports psychologists are investigating.

Increasing the role of intellectual moments in sports activities requires further study of the cognitive mechanisms of psychomotor actions. The formation of a mindset for certain actions, advanced training create opportunities, on the one hand, to prevent the occurrence of undesirable situations, and on the other hand, to prepare in advance adequate responses to the occurrence of certain circumstances that ensure the solution of operational tasks.

Coaches and team leaders still call psychological preparation one of the main practical problems of sports psychology.

The prerequisites for building psychological training are knowledge about the features of the "mental constitution" of athletes, as well as individual characteristics of the structure and dynamics of the psychophysiological state during training and competition. In physical, technical and tactical training, the strongest athletes are more or less equal in their abilities, and the one who has the advantage in psychological preparedness wins.

To tune in to physical work, to inspire yourself that it is useful and necessary, to endure physical exertion - all this requires appropriate psychological support. physical activity person.

Can boldly say that sports psychologists have done a lot for the scientific substantiation of the means and methods of effective training of people operating in extreme conditions. Moreover, in such areas of psychology as engineering, space, labor psychology and a number of others, many ideas that first arose within the walls of sports psychology laboratories are used.

The vast majority of means and methods of psychological training of athletes can be successfully used to optimize the psychological conditions of motor activity in the broadest sense of the word. However, each, the most effective, means of psychoregulation, taken by itself, cannot give the result that the complex use of various means implemented with a certain logic and in a certain system can give. And if not 100 percent effective remedy mental regulation, then there is no universal remedy that is equally useful for any person. Therefore, in any practical work, psychologists pay maximum attention to the implementation of the principle of an individual approach to working with an athlete, with his peculiar personal and psychophysiological status.

All specialists working in the field of physical education and sports training need psychological knowledge. They are also needed by those who have devoted themselves to the noble cause of adaptive physical culture, who deal with the problems of sports management, who introduce mass physical culture. This textbook has been prepared for all these specialists.

CHAPTER 1.

HISTORY OF PSYCHOLOGY OF PHYSICAL CULTURE AND SPORT

From the point of view of history, the separation of the psychology of physical culture and the psychology of sports is rather arbitrary. Initially (in the 20s, 30s) all motorally active people were called "athletes", regardless of whether such a person only does morning exercises or playing in a team of masters. Now the word "athlete" has practically disappeared, in sports there is a clear distinction between athletes and highly qualified athletes (sometimes an independent group of "professional athletes" is still singled out). A similar trend has affected the rest of the world. For example, in English-language literature, the term “The sportsman” began to be used in relation to those people who in our country were called “athletes”. In relation to athletes, in our understanding of this term, the specific concept of “The athlete” is applied.

In the sport of the highest achievements, the claims of coaches and managers to the psychological preparation of athletes have become commonplace. At the same time, in training as such, there is no objectively expressed “place” for psychological preparation, let alone “psychological training”. Each time the process of formation of the basic structures of the athlete's personality occurs spontaneously, that is, uncontrollably and unorganized, since the orientation of the training is associated only with the conditions for improving motor activity. Thus, there is a gap between the purpose (functions) of physical education and its real implementation. Physical education, physical culture and sports now often come into conflict.

The basis of such a situation must be sought, apparently, outside the very psychology of sports. It is possible to fix the gap that has occurred between the psychology of sports as an applied area and general psychology, which has left an imprint on its connections and relationships with other areas of physical culture and sports. The reason for the gap lies in the general orientation towards the pragmatic aspects of applied research. It should also be noted that any activities for the technical, physical, tactical training of athletes cannot be effective if they are not based on the expedient and purposeful design of the formation of the athlete's personality and the management of this formative development.

The psychology of physical culture and sports has almost a century of history. In our country, history can be counted from the 20s of the last century.

In 1920-1925. such areas of the Soviet science of physical education as physiology and biochemistry of sports, dynamic anatomy and biomechanics of physical exercises were not distinguished into special sections of physiology and anatomy, but some prerequisites for their formation were created: material was accumulated, personnel were trained. During this period, the leading among biomedical disciplines was the theory of medical control. In general, it was then that the foundation was laid for a natural-scientific approach to physical education and sports. The role of psychology, due to its slow reorientation or due to the onset of the crisis of psychological science ”(L.S. Vygotsky, 1924), the protracted search for objective methods of research was reduced to a minimum. Psychology in its applied aspect worked only on such material as education (pedagogy and "pedology") and abnormal development (pathopsychology). Much was done during this period, both practically and theoretically, but the main thing was that in the period under review, psychology acted as a methodological, and not just an ideological foundation for these areas. We also emphasize that the emerging sports culture was not interested in the theoretical collisions of psychology, it needed practical calculations, results, and now it could get them only indirectly.

1920-1925 - the stage when, first, the practice, and then theorists of physical education began to consider sports training as a complex pedagogical process, subject to all the principles and rules of communist education. In other words, psychology was theoretically assimilated into the subject of pedagogy, and methodically replaced by an objective physiological method. Psychological phenomena and phenomena are no longer investigated, they are described and explained. This period widened the gap between subject and method. The technique of "conditionally unconditioned reflexes" became for a long time both the methodology and the ontology of psychological research, while everything else was "bracketed". The mechanism of coordination of movements, the formation of conditioned (including motor) reflexes, morphological and functional features of blood circulation, respiration, the nervous system, etc. - this is the main area of \u200b\u200bproblems of that period. The actual problems of psychological science are not presented here.

In reality, the psychology of sports as a science was born as a result of the publication of scientific works by P.A. Rudik (“The influence of muscular work on the reaction process”, 1925) and T.R. Nikitin (“The meaning of suggestion and imitation in physical education”, 1926). Gradually, fragmentary knowledge in this area is systematized, and by the mid-30s, a course in the psychology of sports began to be taught to students of the GTSOLIFK and GDOIFK. At the same time, the first psychological work was also carried out outside these institutions. In 1927 and in 1930, A.P. Nechaev’s monograph “Psychology of Physical Culture” was published in two editions, in the late 1920s, the first experimental articles by A.Ts. Puni appeared.

In 1930, the Department of Psychology was created at the GTSOLIFK, which since 1932 was headed by Petr Antonovich Rudik. Since that time, psychology as a science begins its historical countdown. Under the leadership of P.A. Rudik, the staff of the department developed a program that corresponded to the profile of the Institute of Physical Culture and absorbed the best achievements of the psychological science of that time. The program consisted of two sections: 1) general psychology, which considers the main theoretical issues, 2) sports psychology, aimed at solving applied problems of sports and physical culture.

From the first days of the existence of TsNIIFK (Central Research Institute of Physical Culture), i.e. Since the first quarter of the last century, psychologists have worked in it within the framework of departments studying the impact of physical education and sports on the health of workers. Such studies were conducted in terms of psychotechnical approaches. In 1934, a decision was made to create a psychological laboratory with a staff of 13 people in order to “ensure the correct accounting of the influence of physical culture (at enterprises, schools, the army) on increasing labor productivity and on the development of specific forms of behavior of workers in connection with physical culture". In other words, in the 1920s and 1930s, the party and the government mainly oriented sports psychologists towards the development of “applied”, as they would say now, sections of the theory and methodology of physical education. The activities of this first laboratory did not even begin: the same party and government closed it when the fight against "pedological perversions in the system of the People's Commissariat of Education" and the tests used by many psychologists began.

The post-war period is characterized by enhanced restoration and expansion of the physical culture movement's material and technical base: new stadiums are being restored and built, the number of physical culture institutes is increasing, the quality and quantity of physical culture specialists are improving, and propaganda in this area is becoming more effective. Due to the fact that many specialists did not return from the war, there is a need to replenish personnel. Under these conditions, it was important to preserve and ensure a certain continuity of everything that had been achieved in the pre-war period. The solution of these problems in the subsequent period leads not only to the level of knowledge of the pre-war period, but also to the most important qualitative theoretical shift in understanding the role of psychological preparation.

In 1947, on the initiative of the director of TsNIIFK, I.A. Kryachko, an office for the psychology of sports was opened, which was headed by well-known specialist in the field of labor psychology S.G. Gellerstein. This sector lasted until 1952. After the infamous jubilee Pavlovian session of the USSR Academy of Sciences in 1952, an officially inspired campaign began against psychologists and other specialists in the field of anthropological sciences, who allegedly ignored the conditioned reflex teaching of I.P. Pavlov. Especially went to such "idealists" as N.A. Bernshtein, A.D. Novikov, V.S. Farfel, S.G. Gellershtein. The latter was forced to leave TsNIIFK, and at the same time the office of sports psychology was closed.

In the post-war period, the staff of the Department of Psychology of the State Center for Physical Culture published the world's first textbook on psychology for institutes of physical culture, as well as a special textbook for secondary physical education institutions. Textbooks were written on the basis of experimental works published by the department. In general, since the 50s, the staff of the department prepared and published 6 generations of textbooks, four of them - edited by P.A. Rudik.

In 1952, A.Ts.Puni defended his first doctoral dissertation in the psychology of sports. Since the 1950s, All-Union Conferences (later - All-Union Conferences) on the problems of the psychology of physical culture and sports have become traditional. The first such meeting was held in 1956 in GDOIFK (Leningrad). In recent years, the role of all-Russian meetings has been carried out by the international scientific and practical conference "Rudik's Readings", organized by RGUFKSiT.

In the 50s. the problem of psychological preparation begins to be singled out as a new direction in sports psychology. The question of the psychological preparation of an athlete was first raised by A.A. Lalayan at the First All-Union Conference on Sports Psychology. It should be noted that the term, which can also be translated as “the psychological preparation of an athlete,” was first used by the founder of the Olympic movement, Pierre de Coubertin. On his initiative, in 1913, the first international congress sports psychologists.

In the Soviet psychology of sports in the 1950s, the psychological preparation of an athlete was viewed as a complex pedagogical process aimed at "the versatile development of the athlete's volitional qualities so that he could fight for the best result with unflagging energy to the end, despite the always possible competitions of surprise and chance.

Following this, the theoretical development of this problem begins. Under the influence of the demands of practice, based on the possibilities of the achieved level of development of sports psychology, the foundations of the theory of psychological preparation are being laid. The formation of strong-willed properties and a sense of high responsibility to society are brought to the fore. Based on this, the Soviet psychologists A.Ts.Puni (1957, 1959), P.A. Rudik (1958) and others proposed a concept that was based primarily on moral and volitional training.

In 1960, at the II All-Union Conference on the psychology of sports, G.M. Gagaeva put forward the problem of psychological preparation as a means of shaping the athlete's greatest readiness for maximum stress of will to overcome all the difficulties that arose in the process of competitive struggle, for the most complete use of all their strengths and opportunities. In the same period, the Central Scientific Research Institute for Physical Education opened practically the first specialized laboratory for the psychology of sports in the country. This professional psychological laboratory was headed by the famous chess master V.A. Alatortsev. According to the memoirs of A.V. Alekseev, he turned to V.A. Alatortsev with a proposal for joint work in the field of mental mobilization. A well-known chess player replied that a psychiatrist in sports is as unnatural as a gynecologist in a men's football team.

The analysis carried out by P.A. Rudik in 1969 revealed the essence of psychological preparation within the framework of sports psychology. He believed that before the development of the problem of the psychological preparation of an athlete, sports psychology studied only the influence of systematic practice of one or another sport on the development of various psychological functions. In his opinion, psychological preparation gives a new direction based on the study of the degree of development of specific mental functions of an athlete in order to achieve great success in a particular sport, on the study of mental states and personality traits of an athlete in accordance with the requirements of the chosen sport. Therefore, the subject of psychological training for sports psychologists is the purposeful improvement of mental processes, states and characteristics of the athlete's personality. A.Ts. Puni, considering the state of readiness as an integral manifestation of the personality, singled out the following aspects in it: 1) a person’s sober self-confidence, 2) the desire to fight to show all his strength and achieve victory, 3) the optimal degree of emotional arousal, 4 ) high noise immunity, 5) the ability to control their behavior (actions, feelings, etc.) in the fight. This kind of starting (or, as they are sometimes called, pre-starting) states as a setting, according to the principle of a conditioned reflex, to an increased psychophysiological load are determined by vegetative shifts, as well as changes in the emotional-volitional sphere, and along with this, changes in almost all mental processes. From this it becomes clear that the psychology of sports has taken a certain step forward - it has moved from the empirical level of research to the theoretical one, limiting its subject area and filling it with a certain content. At the same time, it still remained within the framework of the classical methodology of psychology, if we consider it more broadly.

In this regard, in the 70s. characteristic is the understanding of the fact that volitional training is a part of psychological training, considered as a holistic reaction and as component training process does not cover the whole variety of mental functions. The incompleteness of this reaction in terms of its scope, its attribution by teachers to the training process, the awareness of the need to take into account the various components of the psyche leads to the allocation of psychological training as a special education within the framework of training, and not the training process. In other words, it is precisely and only within the framework of the training itself that the psychology of the formation of the qualities necessary for an athlete can acquire its certainty, and, consequently, independence, acting as a training process aimed at the formation of certain qualities, functions, processes. Meanwhile, psychological preparation is carried out only through “improvement” (P.A. Rudik, 1974) or through “influence” (A.A. Lalayan, 1977), aimed at ensuring a certain state of sports form (or fitness).

There was such a situation that in the plane of training, the psychological part was represented only by social and cultural events (movies on ethical and other topics, conversations and meetings with veterans, etc.), and in the plane of the training process, it was represented only by a system of physical exercises, where there were practically no psychological techniques specialized in their orientation. At the same time, it is known that not a single psychological formation arises without movement, or rather, without action, which alone implies the meaning of this action (meaningful movement). Physical exercises (or movements as narrower ones) undergo only pedagogical processing, while the psychological part still remains spontaneously formed and non-purposeful - it happens by itself, due to a natural process. Consequently, the result obtained is not predictable, not stable, not stable, not reliable, etc.

In general, the psychology of sports regarding psychological preparation could not develop its ontological level through its own development, represented by its own training, special techniques and procedures for both diagnosis and formation, carried out according to its own laws and in its own amount of time. The psychology of sports itself turned out to be projected onto other subject areas - pedagogy and the theory of physical education, transforming into their methods and means.

Since the mid 70s. the role of mental load in sports is noticeably beginning to be realized by everyone: stress, frustrations, movement motivation, intra-group conflicts, emotional breakdowns - this is an incomplete list of difficulties that all "serving" sports competitions have encountered. In the foreground was the problem associated with emotional instability, which led to the desire to directly influence the athlete with the help of autogenic and heterogeneous techniques. These techniques were borrowed from the clinic and psychotherapeutically oriented psychology. The use of these techniques immediately showed that the effect of their influence depends on systematic training and on the control of objective indicators known in psychology.

The practical need to recruit sports teams, manage these teams, form interpersonal relationships puts coaches in a very difficult situation, where common sense and pedagogical skills are clearly not enough, and knowledge of the psychological laws and patterns of personality and team formation is required. This led to the adoption of various practical measures. In particular, a second coach and other specialists are connected to the teams. The meaning of these measures is to improve the quality of social care for an individual athlete and the team as a whole. The situation of conflicts is well known to almost everyone who deals with the team, regardless of whether it is a sports team or not. The involvement of psychologists in the work in connection with these practical problems (and short-term and sometimes implemented by non-specialists) introduces into the training of athletes a whole range of methods, socio-psychological methods of diagnosis and the formation of interpersonal relationships.

Sports psychology, like any other area of human life, has had and will have its periods of ups and downs and periods of stagnation. It develops, first of all, together with the country in general and its sports movement in particular. Of course, it happens that the direction and pace of development of society and its individual subsystems do not coincide. The first major success of Soviet athletes at the 1956 Olympics in Melbourne was practically not supported by the practical activities of sports psychologists. And the relative failure of our Olympians in 1968 in Mexico City coincided with the rapid development of the domestic psychology of sports.

By the mid-70s, the VNIIFK laboratory, headed by L.D. Gissen, reached its peak. During this period of time, it developed and unified a set of methods for psychodiagnostics of an athlete's personality, and this complex included questionnaire, projective and psychomotor methods, which were implemented with due effect in almost all national teams of the country. For the first time, computerized (with the help of a computer, as they said then) processing of psychodiagnostic data was introduced, which greatly simplified the technology for compiling the psychological characteristics of athletes. In addition, the relationship between the dynamics of the mental state and the personal characteristics of athletes was studied. Further work was carried out to improve the means and methods of mental regulation in sports. A.V. Alekseev improved his own method of psycho-regulatory training, and the new version - "psycho-muscular training" - was valuable because it could be successfully used by very young athletes. This was especially important given the trend towards "rejuvenation" of the sport of high performance, which then reached its peak.

The end of the 70s is characterized by an influx of young athletes, sometimes with an unformed and unformed character, who have not cultivated stable moral and volitional qualities. As a result, there has been a gap between purely sports training and personality education, which resulted in a contradiction between the motor and personal capabilities of young athletes. There is a need to intensify the process of personality education, using not only the pedagogical means of individual and collective education, but also all the means and methods of modern psychology. It is necessary to generalize the obtained experimental and theoretical material and, on this basis, to build a methodologically substantiated subject area of psychological training.

In the 70s, P.A. Rudik raised the issue of unifying the methods of psychological research of athletes. The question is very important, since by that time psychologists used a wide variety of methods and equipment, which created difficulties for comparing the results obtained when developing standards. P.A. Rudik proposed to unify the methods of psychodiagnostics in such a way that they are simple and accessible not only for psychologists, but also for athletes and coaches. In his opinion, it is necessary to unify not only the methods of collecting and processing the relevant materials, but also the equipment, to manufacture it according to uniform standards. To solve the tasks set, an educational and scientific laboratory was organized at the Department of Psychology of the State Center for Physical and Physical Education.

During this period, new techniques and procedures for diagnosing the state of readiness, stability, reliability, etc. are being developed (for example, E.G. Kozlov, 1980, V.A. Plakhtienko, 1980).

A significant contribution to the study of individual factors of stress formation in sports activities was made by B.A. Vyatkin and other representatives of the Perm psychological school. The following methodological provisions were formulated:

1. Competitive stress occurs in all competing athletes, its occurrence is not due to the typological properties of the nervous system and temperament.

2. Competitive stress can have both positive and negative effects on the activities of athletes and the level of their achievements.

3. The same degree of stress has a different effect depending on the strength of the nervous system, anxiety and emotional excitability, since these properties determine the optimum and pessimum of stress.

4. At a relatively high level of stress, the weakness of the nervous system in relation to excitation, high anxiety and emotional excitability do not allow the athlete to achieve his goals. best results shown the day before in training.

Consequently, the individual psychological characteristics of an athlete are the factor that determines the individual thresholds of sensitivity to competitive stress, the direction and degree of its influence on the level of sports achievements.

When it comes to the fact that by the mid-80s the effectiveness of the work of sports psychologists for the needs of national teams was the highest, this is a look through decades. And in those years, the leadership of the USSR Sports Committee was extremely dissatisfied with such work, and measures were constantly taken "to further improve" the activities of psychological services. It became clear that the psychological model characteristics of representatives of sports is not the way to solve the problems of psychological preparation. Psychodiagnostic methods were never completely unified, psychoregulation methods were mostly "handicraft" and unreliable.

The first half of the 1990s were not the best times for psychological science. Work in combined teams was almost not funded, many capable psychologists left, others, without adequate support, exhausted their scientific potential. But even then, psychological work did not stand still. Rescued mainly graduate students. It was during this period that VNIIFK developed interesting computerized programs for psychodiagnostics, correction of the mental state, and development of the tactical skills of athletes. One group of such developers (E.A. Kalinin, M.P. Nilopets) developed complex computerized methods for diagnosing personality traits, the other (A.V. Rodionov, B.V. Turetsky, V.G. Sivitsky) developed complex computerized methods for assessing and development of special abilities of athletes. A number of interesting scientific and practical works were published, which were immediately introduced into sports teams.

Since the beginning of the new century, the situation has improved dramatically. The proportion of research in the field of psychophysiology of sports is increasing, which, over a long period of development, has accumulated rich empirical and experimental material. A separate "branch" of the psychophysiology of sports is developing in the direction of describing psychological profiles, psychological "models". However, in some cases, situations began to develop when the search for “models” (primarily for selection) leads to the vulgarization of the idea itself, to attempts to determine some sets of mental qualities in their quantitative characteristics, allegedly inherent in representatives of this sport. At the same time, the conditions of activity and personality traits are often not taken into account, and most importantly, the possibility of compensating for shortcomings, which is usually what determines an outstanding athlete. There was a need to intensify the process of personality education, using not only the pedagogical means of individual and collective education, but also all the means and methods of modern psychology. Specialists began to generalize the obtained experimental and theoretical material in more depth and, on this basis, to build a methodologically substantiated subject area of psychological training.

The variety of these tasks is solved at the departments of psychology of specialized universities in Moscow (head of the department - A.V. Rodionov), St. Petersburg (I.P. Volkov), Krasnodar (G.B. Gorskaya), Chelyabinsk (O.A. Sirotin), Omsk (G.D. Babushkin).

If we take into account that modern psychology is a branched network of sometimes intersecting plans and planes of analysis, approaches to its object - a person, it becomes clear that the psychologist has a huge responsibility in such an important work as psychological preparation or, in general, the psychological support of sports activities.

To date, specialists working in the field of sports have formed the belief that a psychologist must not only possess the knowledge and skills used in other types of psychological analysis: in social psychology, structural psycholinguistics, ergonomics, labor psychology, etc. He must, working on the material of sports, not only isolate your subject area and plan of analysis, but be able to correlate this area with neighboring ones without breaking away from them, that is, to be both a methodologist and a logician, using this knowledge to configure various aspects of a scientific subject.

Control questions and tasks:

1. Describe the main stages in the formation of the domestic psychology of physical culture and sports.

2. What are the main "schools" that characterize the domestic psychology of physical culture and sports?

3. How is the process of development of sports psychology connected with the individual stages of improving the system of training of domestic athletes?

4. Describe how sport psychology is related to other human sciences.

5. Name the main, "key" problems of sports psychology.

1. Alekseev A.V. Psychogogy. Union of Practical Hygiene and Psychology. / A.V. Alekseev - Series "Educational technologies in mass and Olympic sports". - Rostov n / a: "Phoenix", 2004.

2. Balsevich V.K. Olympic sport and physical education: relationships and associations // Theory and practice of physical culture. - 1996. - No. 10. - S. 2-8

3. Volkov I.P. Sports psychology in the works of domestic specialists / I.P. Volkov [and others] - St. Petersburg: PETER, 2002.

4. Vyatkin B. A. Management of mental stress in sports competitions. - M.: Physical culture and sport, 1981.

5. Gissen L.D. Time of stress. Substantiation and practical results of psychoprophylactic work in sports teams. - M.: Physical culture and sport, 1990.

6. Gorbunov G.D. Psychopedagogy of sports. / G.D. Gorbunov. - 2nd ed., revised. and additional – 2006.

7. Ilyin E.P. Psychophysiology of human states. / E.P. Ilyin. - St. Petersburg: Peter, 2005.

8. Lalayan A.A. Psychological preparation of an athlete. / A.A. Lalayan. - Yerevan: Hayastan, 1985.

9. Rodionov A.V. Practical psychology of physical culture and sport. - Makhachkala: Jupiter, 2002.

10. Sopov V.F. Psychological preparation for the maximum sports result. - Samara. SSPU. 1999.

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