Psychological tests for teenage athletes. Determination of personality type in sports. Are you a thinker or a feeler?

Natalia Govorova

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The term “sports training” presupposes the competent use of all knowledge, conditions and methods for a targeted impact on the development of an athlete. Tests are non-specific exercises with a numerical result obtained during measurements. They are needed to understand your current health status and determine your readiness for physical activity. So, we determine the level of sports training.

Endurance test (squats)

Place your feet wider than your shoulders and, straightening your back, take a breath and sit down. We rise up as we exhale. Without stopping or resting, we do as many squats as we can. Next, write down the result and check it with the table:

• Less than 17 times is the lowest level.
• 28-35 times – average level.
• More than 41 times – high level.

Shoulder girdle muscle endurance/strength test

Men do push-ups from their toes, beautiful ladies from their knees. An important point is that the abs must be kept tense, the shoulder blades and lower back must not sink, the body must be kept in a level position (the hips and the body must be in line). When doing push-ups, lower yourself so that your head is 5 cm from the floor. We calculate the results:

• Less than 5 push-ups is a weak level.
• 14-23 push-ups – average level.
• More than 23 push-ups is a high level.

Ruffier index

We determine the reaction of the cardiovascular system. We measure our pulse for 15 seconds (1P). Next, we squat 30 times for 45 seconds (medium pace). Having finished the exercises, we immediately begin measuring the pulse - first in 15 seconds (2P) and, after 45 seconds, again in 15 seconds (3P).

The Ruffier index itself is determined by the following formula:

IR = (4*(1P+2P+3P)-200)-200/10.

We calculate the result:

• Index less than 0 – excellent.
• 0-3 – above average.
• 3-6 – satisfactory.
• 6-10 – below average.
• Above 10 – unsatisfactory.

In short, a result is considered excellent when the sum of heart beats is less than 50 for all three 15-second intervals.

Response of the autonomic nervous system to physical activity - orthostatic test

The test is carried out as follows:

In the morning (before exercise) or after 15 minutes (before eating), spent in a calm state and in a horizontal position, we measure the pulse in a horizontal position. We count the pulse for 1 minute. Then we get up and rest in an upright position. Again, count the pulse for 1 minute in a vertical position. The difference in the obtained values ​​indicates the reaction of the heart to physical activity subject to a change in body position, thanks to which one can judge the fitness of the body and the “working” state of regulatory mechanisms.

Results:

• A difference of 0-10 strokes is a good result.
• A difference of 13-18 beats is an indicator of a healthy, untrained person. Rating: satisfactory.
• A difference of 18-25 strokes is unsatisfactory. Lack of physical fitness.
• Above 25 beats is a sign of overwork or some illness.

If the average difference in shocks is 8-10 for you, then the body is able to recover quickly. With an increased difference, for example, up to 20 beats, it’s worth thinking about where you are overloading the body.

Assessing the body's energy potential - Robinson index

This value demonstrates the systolic activity of the main organ - the heart. The higher this indicator is at the height of the load, the higher the functional abilities of the heart muscles. Using the Robinson index, we can (of course, indirectly) talk about myocardial oxygen consumption.

How is the test performed?
We rest for 5 minutes and determine our pulse for 1 minute in a vertical position (X1). Next, you should measure the pressure: the upper systolic value must be remembered (X2).

The Robinson index (the desired value) looks like the following formula:

IR = X1*X2/100.

We evaluate the results:

• IR equal to 69 and below - “excellent”. The working reserves of the cardiovascular system are in excellent shape.
• IR is 70-84 – good. The working reserves of the heart are normal.
• IR is 85-94 – average result. Indicates a probable insufficiency of the reserve capacity of the heart.
• IR is 95-110 – the rating is “bad”. The result indicates disturbances in the functioning of the heart.
• RI above 111 is very bad. The regulation of the heart is disrupted.

O.V.Tiunova

(Tiunova, O.V. Psychodiagnostics in sports: planning, analysis, interpretation[Text]// Psychological-pedagogical and medical-biological problems of physical training, physical culture and sports: Collection of materials of the All-Russian scientific and practical conference with international participation, dedicated to the 90th anniversary of the birth of academician V.L. Marishchuk / Edited by Dr. Ped. sc., prof. A.A.Obvintseva, Doctor of Ped.Sc., Prof. V.L.Pashuta, Doctor of Ped.Sc. prof. N.V.Romanenko. - In 3 parts - Part 1. - St. Petersburg: RF Ministry of Defense VIFK, Publishing House "Mamatov", 2016. - P.263-267).

Summary.This article presents the experience of the Laboratory of Physical Culture and Practical Psychology of VNIIFK in organizing psychodiagnostics of highly qualified athletes and the nearest reserve within the framework of in-depth medical, stage-by-stage and ongoing examination of athletes, as well as the possibility of using diagnostic techniques during individual work with an athlete. Particular attention is paid to the issues of interpreting test results and preparing practical recommendations for coaching staff and athletes.

Keywords: system of psychological support for sports training, diagnostics, psychological tests, interpretation of test results, sports psychology, counseling of athletes.

Introduction

In accordance with Rossport order No. 777 of November 27, 2006
within the framework of the Laboratory of Physical Culture and Practical Psychology of the All-Russian Research Institute of Physical Culture and Sports (Moscow), a Psychological Service was created to work with highly qualified athletes. During the survey of members of the national teams of the country, the most important (from the point of view of athletes) areas (forms) of the work of a psychologist in a team were identified. Conducting psychodiagnostics, which allows us to identify the strengths of an athlete’s personality and his “psychological resource,” turned out to be the most popular area of ​​psychological support for sports training.

Of particular importance in this regard are the issues of rational planning of psychological testing of athletes, comprehensive analysis of the data obtained, and interpretation of research results in relation to sports practice.

Despite the fact that psychodiagnostic methods in our country are widely published and replicated, many of them can be found on the Internet, the basic guide for the psychodiagnostic work of a sports psychologist is still the book “Psychodiagnostics in Sports”. However, below we will consider some new practically significant aspects of planning, analysis and interpretation of the results of an in-depth psychological examination (IPE), a staged psychological examination (EPO), a current psychological examination (CPE), and also psychodiagnostics carried out as part of individual counseling of athletes. This material is based on 16 years of experience in the Laboratory.

Basic provisions

The test battery, which we use once a year as part of the UPR, includes 6-10 methods, which are distributed in the form of special forms to athletes for them to fill out independently. This work is preceded by a special “motivating” instruction. Practice has shown that it is blank (not computer) testing that allows you to get the most accurate answers, and appropriate preliminary instruction turns routine filling out forms into useful “psychological training.” Below is a proven battery of UPR tests for national teams (bold), supplemented in relation to the diagnosis of a club team, when a psychologist has the opportunity to conduct the same study in several stages (Table 1 , enlarge by clicking on the picture).

Systematization, analysis and interpretation of the obtained data is a rather complex process. However, the possibility of subsequent implementation of other forms of psychological and pedagogical support of sports training in the team largely depends on its quality. The experience of our work shows that the most convenient form for the coaching staff to provide psychodiagnostic data is a ranked graphical representation of them with the designation of the author’s “norm”, as well as the average result for the team and the zone of sigma deviations.

Table 2 presents an algorithm for preparing practical recommendations based on the results of team psychodiagnostics and the procedure for providing it to the customer.

Block of stage and current psychological testing was introduced by the Federal Center for Sports Training (Moscow) into the scientific and methodological support programs for national teams in 2010. Complex scientific groups (CSGs) were charged with regularly assessing the “psycho-emotional” state of athletes, and the content of such assessment was also regulated. In general, this was an important step towards the revival of the system of psychological and pedagogical support for the training of highly qualified athletes.

According to the new regulation, the psychological block of a staged comprehensive examination (IVF) should include registration of the following indicators: the level of self-regulation of mental states and self-control, volitional mobilization, the level of aspirations and self-esteem, and needs. The program of ongoing examination (TO), implemented in the training camp, should include an assessment of the level of situational anxiety, emotional state, aggressiveness, psychophysiological performance, motivational state, assessment of well-being, activity, mood and the degree of mental fatigue.

To implement this program, our Laboratory has proposed and tested a fairly simple and informative testing technology.

Any EPO begins with the athlete filling out a personal card containing basic information about the athlete - full name, sport, category, rank, main sporting achievement, name and date of the last and nearest competition.

The start of testing should be preceded by introductory instructions aimed at solving several problems. Firstly, to establish a trusting working relationship between the athlete and the psychologists conducting this examination, to guarantee the confidentiality of the information received. Secondly, introduce the procedure for filling out the proposed form methods, anticipating possible difficulties in this case. Thirdly, to motivate the athlete to work conscientiously, independently and responsibly, to provide additional information about the possibilities of subsequent individual psychological preparation or psychological assistance in difficult life situations.

All completed questionnaires are assigned an appropriate code so that they become “impersonal” for everyone except the psychologist (member of the complex scientific group), the coach and the athlete himself.

Questionnaire “Assessment of mental reliability” to assess the level of self-regulation and self-control,

Questionnaire “Assessment of the strength and duration of volitional effort” to assess volitional mobilization,

Questionnaire “Self-Esteem Study” to assess the level of aspirations and self-esteem,

Questionnaire “Diagnostics of personal and group basic needs.”

If desired, this battery can be supplemented with the M. Luscher eight-color test and the “Degree of Chronic Fatigue” questionnaire.

The interpretation of the results obtained can be constructed using the algorithm in Table 2.

To assess the “psycho-emotional” state of athletes during training camps (TPO) We propose to use a set of indicators that can be conditionally classified into three conditional blocks - functional, behavioral and psychological (Table 3):

Subsequently, the psychological testing specified by the daily regulations is carried out through self-assessment of various states on a 10-point scale (except for heart rate):

Level of situational anxiety – value on the “Anxiety” scale,

Assessment of well-being, activity, mood - values ​​​​on the scales “Well-being”, “Activity”, “Mood”,

Level of emotional state – total value on the scales “Well-being”, “Activity”, “Mood”,

Aggressiveness – value on the scale “Willingness to compete”,

Psychophysiological performance – the value on the “General performance” scale, as well as the heart rate indicator,

Motivational state – value on the “Desire to train” scale,

The degree of mental fatigue is the value on the “Mental Fatigue” scale, as well as the heart rate indicator.

The introductory instructions read as follows: “The plan for conducting training camps involves taking into account the individual psychological state of the participants. To do this, you are asked to self-assess your own condition every morning according to the specified criteria (provided that the minimum score is 1 and the maximum is 10).” Table 4 presents the working part of the monitoring form.

Having received such a form, the athlete independently monitors his condition. Mobile communications makes it possible to daily transmit to a psychologist indicators of the athlete’s current state, its assessment and correction through prompt communication between the psychologist and the athlete and/or with the coaching staff.

The psychologist can work with the results obtained after the team returns. since the forms submitted by athletes allow us to evaluate the effectiveness of the collection and prepare additional recommendations. However, in order to obtain more reliable information, we included the following final and neutral in nature wording in the form: “How systematically, given the conditions of the training camp, were you able to fill out this form? (Score from 1 to 10).” The results of this approach allow the psychologist to weed out low-quality forms and more accurately interpret the results obtained.

It is also possible to monitor the condition of athletes during training camps or multi-day competitions using simpler methods: using self-assessment on the “Well-being, Activity, Mood” scales, performing one of the variants of the tapping test, etc.

Both group and individual work with the athlete, carried out as part of counseling, will be more effective when used as an “objective basis” for starting work on test results using the following methods: “Attitude to the upcoming competition”, “Luscher’s Eight-Color Test”, “Color Relationship Test”, “Character Accentuations”, “Degree of Satisfaction of Basic Needs” "

Experience shows that in individual counseling, the Luscher Eight-Color Test is a “necessary and sufficient” tool for understanding the personal characteristics of an athlete and the characteristics of his current condition. We have developed a special form for organizing the obtained digital data and verbal formulations of this test:

Conclusion

So, having revealed a fairly high interest of athletes in psychodiagnostics within the framework of systemic psychological and pedagogical support of sports training, in the period from 2003 to 2016. We have tested a number of psychodiagnostic techniques that can be used as part of the UPR, EPO and TPO, as well as during individual advisory work with athletes.

Of particular importance is the practically oriented interpretation of the obtained figures and verbal formulations, i.e. algorithms and forms for providing test results to the customer. A variety of approaches can be implemented in this direction, since their choice largely depends on the internal logic of the sports psychologist conducting the testing. However, we hope that our experience presented in this article will also be useful.

Literature

1) Psychological service for working with highly qualified athletes [Electronic resource]. – URL: http://www..html (access date: 06/23/2016)

2) Psychodiagnostics [Electronic resource]. – URL: http://www..html (access date: 06/23/2016)

3) Psychodiagnostics in sports: a textbook for universities / V.L.Marishchuk, Yu.M.Bludov, L.K.Serova. – M.: Education, 2005. – 349 p.

4) Tiunova O.V. Psychological support for sports training of Russian national teams (opportunities and prospects) // Sport-35. – 2015.- No. 7(1). – P.24-25

5) Tiunova O.V. Motivation for achievements in sports activities. Methodological recommendations - M., FGOU GShVSM, M., TransLit, 2007 - 32 p.

Tiunova O.V., Samokhina A.Yu., Gortinskaya A.V. Diagnostics of personal properties and mental states of an athlete of the Federal State Educational Institution "State School of Higher Sports Excellence - a training center for national youth, junior and youth teams of Russia", M., RConsult, 2006 - 32 p.

Self confidence.

Self-confidence prevails among high-class athletes, which is logical, because their name is familiar not only to coaches and acquaintances, but also to the press and strangers. They have gained status in society and have prestige among other athletes.

As a rule, athletes are more confident than non-athletes, but there are athletes who came to sports to overcome feelings of insecurity. In addition, there is a group of athletes who seek to hide their insecurities by being sociable and eager to train.

The coach must know which of his athletes are more confident and who are less confident. Since each requires its own approach in the training and competitive process. Those who lack self-confidence require greater emotional involvement from the coach, and require more praise from the coach and teammates or opponents. Confidence also increases significantly if a coach praises an insecure athlete in the press. Also, the coach should give an adequate reaction to the performance of an insecure athlete called to a competition unexpectedly: you should not scold him for an unsuccessful performance, you should understand with him his mistakes during the competition.

Self-doubt has its roots in childhood upbringing, so communication with a psychologist and psychological tests help identify the athlete’s level of self-confidence.

Pain tolerance.

Research shows that there are several types of athletes, differing in their pain tolerance characteristics. A greater proportion of athletes are able to tolerate pain than non-athletes.

Athletes during sports activities are able to develop pain tolerance by reducing the intensity of the input stimulus (i.e., the body does not receive a signal about pain) and voluntarily blocking visual, kinesthetic and pain impulses (i.e., the athlete does not seem to see, feel or does not feel pain).

There are two main types of athletes: pain hiders and injury prone athletes. The last type of athletes is recognized as the most difficult according to research by clinical psychologists. They may exaggerate the severity of their health or feign it to justify failure. The first type is more common; such athletes tend to hide injuries, even serious ones.

Coaches should be attentive to their athletes and know their athletes to prevent serious injury to the athlete or anxiety about their health and feigning injury. As a rule, excessive concealment and excessive exaggeration of ailments indicate psychological problems of the athlete. Thus, the coach should work together with the psychologist with such athletes.

Anxiety.

An athlete’s anxiety is an important personality characteristic. It is important for athletes to have a low level of anxiety during sports activities.

The study of anxiety in sports psychology occupies a significant part. Today I will tell you briefly.

According to tests

MMPI and projective “house-tree-person” can set the level of anxiety. Research shows that athletes have lower levels of anxiety in general. Do not assume that a complete absence of anxiety is an excellent result. This is also not good, as is a high level of anxiety. Thus, we can talk about the optimal level of anxiety when an adequate feeling of fear is maintained in life-threatening situations.

Theoretically, a high level of anxiety should interfere with an athlete during stressful situations in sports activities. However, in practice it happens differently. It happens that high-class athletes experience a high level of anxiety before and during important competitions.

The coach needs, if the athlete has a low level of anxiety, to bring his actions to automaticity during the training process. In addition, you can arrange several meetings with a psychologist, where work will be done on teaching psychoregulation during the start.

In addition, there are athletes who consciously or unconsciously choose dangerous sports to survive the feeling of danger. Thus, they can increase self-confidence due to low levels of anxiety.

Strength of character.

Grit is recognized by many researchers, coaches and athletes as the ideal personality trait for sports. High strength of character includes emotional stability in stressful situations, adequacy in assessing oneself and others, independence in thoughts and actions.

It has been noted that a high-class athlete has high strength of character, in addition to excellent physical data. Sometimes athletes with low strength of character, the so-called softness of character, can achieve successful results in competitions, but for this they require great energy expenditure, both physical and emotional.

This characteristic of an athlete's personality is determined by Cattell's 16-factor test. Having knowledge of this characteristic, it is easier for a coach to build the athlete’s relationship with him and the team, as well as to build training and competitive activities.

In addition, an athlete may come with a soft character, wanting to increase his hardness.

Aggressiveness.

In sports, aggressiveness is an important component of the key to success. According to research, what differentiates an athlete from a non-athlete is a high level of aggressiveness. An athlete must be able to show aggression within the rules of sports activity. Thus, managing your aggression is a significant task. The level of aggressiveness varies throughout sports activity, even so, it changes before sports, during sports and after sports.

Using psychological diagnostic data, a coach can understand the level of aggressiveness of an athlete and be prepared for manifestations of aggressiveness on the part of the athlete at different moments of sports activity. It is worth noting that a visual understanding of the level of aggressiveness does not always coincide with test data. This discrepancy is associated, first of all, with the individual life history of the athlete. Do not forget that psychological diagnostics provide a superficial understanding of an athlete’s aggressiveness, so the coach should communicate with the athlete in order to get a more accurate picture of how aggressiveness was encouraged in the athlete’s family, because the athlete’s reaction to the coach’s encouragement of aggression will depend on this. Based on the data obtained, the coach can adjust the level of aggressiveness by involving a psychologist in the communication. If it turns out that aggressiveness was not encouraged by parents or that the athlete himself, for some reason, does not show the required aggressiveness during competitions, but feels guilty, which hinders his development in sports activities. In this case, the coach should discuss with the athlete what motives do not allow him to perform at the proper level. It would be a coach's mistake if he shows aggression towards his ward.

The coach teaches the athlete the ability to control his level of aggressiveness during sports activities through constructive encouragement/punishment of aggressive behavior. A coach can thank someone for showing aggressiveness during a competition because it helped the athlete reach a new level, for example, an athlete won his first fight with a knockout because... During the fight he showed excessive aggressiveness, but within the rules. But the coach may express dissatisfaction with the aggression shown if the athlete acted outside the rules. In both cases, the coach conducts an explanatory conversation with the athlete.

Often, aggression by an athlete is directed towards an object that has nothing to do with aggressiveness. In this case, you should find out who or what exactly the athlete’s aggressive energy is directed at and express aggression at the address. Such actions will help to avoid further acute conflict with the addressee, thereby helping the athlete to improve, and not freeze in one place.

At the end of a career, the coach will need to prepare the athlete for a different life, in accordance with this, the coach will need to tell where excessive aggression can be directed if the athlete required a high level of aggressiveness during sports. In some cases, it is useful to involve a psychologist.

A strict relationship between sports and athlete was not found. Some athletes with a history of low aggression may enter sports that require excessive levels of aggression because they desire to be more aggressive. It can also be the other way around: athletes with a high level of aggression can go to those sports where a low level is required.

High-class athletes are distinguished by their competent ability to use their aggressiveness, i.e. in some situations they may show a low level of aggression, and in others - a high level. At the same time, the athlete maintains good relationships with the coach, with rivals and teammates, despite outbursts of excessive aggression or conflict situations that arise.

Thus, a high-class professional athlete is characterized by the ability to manage his aggressiveness, which is part of the coach’s tasks.

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Extraversion.

Extraversion - ease of communication, confidence in unfamiliar situations, relatively high self-esteem, desire for interpersonal communication. Introversion - difficulty communicating, desire for solitude and self-communication, avoidance of communication in unfamiliar situations.

Research shows that elite athletes are more extroverted than other athletes. But it is impossible to say unequivocally that an athlete who has achieved high results is always an extrovert. Introverts are found in sports such as tennis, motorsports, cycling and parachuting. In addition, marathon runners, stayers, swimmers, and climbers are prone to introversion.

In addition, research shows that athletes are more likely to be extraverted than non-athletes, and that more male athletes are more extroverted than female athletes.

But not everything is so simple. Among high-class athletes, there is a change from extroversion to introversion. Perhaps the desire for introversion is expressed by an increase in stress load and, in order to reduce the tension of the situation, athletes prefer isolation.

It is important for the coach to understand what prevails in the athlete now. With extroverts, the coach should be more sociable and provide all possible support if the athlete has increased anxiety. The coach can involve family and friends to help the athlete. With introverts, it is better for the coach to use indirect censure rather than direct praise, and also not to involve family and friends for help. The athlete will most likely need privacy and minimal communication with the coach and anyone else.

In addition, the coach should be patient if the coach and athlete find themselves with different degrees of extraversion. It is important for the athlete and the coach to find mutual understanding.

Achievement motivation.

Understanding the level of achievement motivation of an athlete requires an understanding of: the formation of the athlete’s value system, methods of education, personal attitude towards sports activities and physical activity, in particular. The desire for success is formed in the personal characteristics of the athlete; it does not depend on external factors. In addition, for each athlete the definition of “success” is strictly individual. For some, this may be the need to show oneself, to win and avoid defeat, to achieve prestige in relation to oneself. For another, it may be a need for self-improvement, to improve their personal record. In addition, success may include the needs for: communication, power or subordination, following norms, rules and requirements, self-knowledge and knowledge of others. Motivation to achieve success can be divided into two areas: personal and social. The personal area includes all skills acquired individually - in the struggle with oneself, and the social area - through competition with others. All this data is obtained through systematic meetings with a psychologist.

An athlete with a high level of success motivation always strives for a positive outcome. Such an athlete chooses medium and increased levels of difficulty of the task in sports activity. It is important for him to receive rewards from the coach for his choice of task and successful completion. In addition, after the failure of their chosen task, they strive with all their might to achieve success - at this moment, support from the outside is very important. Such athletes take credit for the successful completion of a task; they take credit for its completion to themselves thanks to their qualities.

An athlete with a low level of motivation for success, initially underestimating his capabilities, sets his sights on failure. He chooses either easy tasks or extremely difficult ones. Then, when he fails, he refers to the high level of difficulty, and when he succeeds, he refers to the easy level. The coach must provide support to such an athlete in the success of even an easy task; the coach must point out to the athlete independence, the personal qualities of the athlete that helped him achieve success.

In any case, the coach at the initial stage is obliged to talk about the advantages of victory, to give the athlete the opportunity to reveal his talents, i.e. Don't demand victory right away. In addition, physical and emotional stress must be adequate for each stage of the athlete’s development.

Another important point is maintaining the level of motivation for success throughout the entire sporting activity. The trainer should understand the reasons why the level may decrease or increase in order to correctly adjust the work process.

It is important for a coach to balance the personal and social needs of an athlete or team. The coach should recruit athletes with different levels of desire to achieve success in order for the team to play well together. In the case of an individual sport, a coach will be able to emphasize one area of ​​motivation for the athlete's success, but should never focus exclusively on one area - this can lead to conflict between the athlete and the coach, or the press, or other athletes and coaches, or with another staff.

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Study of sports motivation

(questionnaire by R.A. Piloyan, 1984, modified by E.G. Babushkin, 2001)

Athlete's profile

Instructions: Dear comrade! While playing sports, you probably noticed how many factors influence sports results. You can say what is important in your life and what is not important to achieve the planned result. The proposed questions identify a number of factors. Determine to what extent this or that factor is important for you and indicate in the questionnaire opposite the question number one of the following answers: “yes, very important”, “rather important than not important”, “not very important”, “rather not important, what is important”, “not important”.

So to what extent is it important to you?

1. Through sports, assert your individuality.

2. Thanks to sports, you can more fully reveal your capabilities.

3. Thanks to sports, you can better understand your capabilities.

4. Thanks to sports, increase self-esteem for your personality.

5. 5.Thanks to sports victories, experience a feeling of superiority over other people.

6. Thanks to sports, increase self-respect from family and friends.

7. Thanks to sports, increase self-respect from friends and comrades.

8. Thanks to sports, increase self-respect on the part of those who work and study with you.

9. Thanks to sports, increase self-respect on the part of those who manage your work and studies.

10. Thanks to victories in sports, increase self-respect from teammates.

11. Thanks to victories in sports, increase self-respect

12. by the sports management.

13. In honor of your victory, they raise the flag and play the anthem.

14. Possibility to improve the ratio of encounters with a specific opponent.

15. Raise the popularity of your sport.

16. Thanks to sports, gain recognition in your neighborhood, on your street.

17. Receive additional nutrition.

18. Get a sports uniform.

19. Win the best prize in competitions.

20. Get to competitions abroad.

21. Get into the national team.

22. Take a prize at major competitions.

23. Thanks to your success in sports, get a decent job.

24. Thanks to your success in sports, get an apartment, a car, etc.

25. Presence of a coach in the hall.

26. Availability of objective judging.

27. So that there is no support from the fans of your opponent.

28. Availability of family well-being.

29. Having a good relationship with the coach.

30. Organize your life safely after playing sports.

31. The presence of a loved one in the hall.

32. Thanks to sports, have wide connections with business people.

33. Thanks to sports, communicate with great people.

34. Gain full recognition through sports.

35. Achieve your own well-being through success in sports.

36. Have new items in your arsenal of actions.

37. You have a tactical plan for the competition.

38. Increase the reliability of your actions.

39. Increase the effectiveness of competitive actions.

39. Increase the reliability of your techniques in competitions.

40. Ability to compete at different paces.

41. Ability to perform successfully in various situations.

42. The ability to actively continue speaking in case of failure.

43. Successfully escape from dangerous situations.

44. Increase special endurance.

45. Increase speed qualities.

46. ​​Increase strength qualities.

47. Increase flexibility.

48. Increase agility.

49. Increase emotional stability.

50. Absence of colds in your body.

51. No headaches.

52. No pain in the heart area.

53. No pain in the liver area.

54. You have no injuries.

55. Absence of other diseases.

56. Be aware of the enemy’s ability to mobilize at critical moments.

57. Know what tactics your opponent mainly follows.

58. Know about the ways in which the enemy prepares his “signature” techniques.

40. Know what actions make it difficult for the enemy to perform.

59. Have information about the physical strength of the enemy.

60. Know about the shortcomings in the enemy’s technology.

61. Know the enemy’s goal in meeting with you.

62. Know about the speed capabilities of the enemy.

63. Know what actions the enemy is good at.

64. Know about the enemy's stamina level.

65. Know the enemy’s favorite tactics.

66. Know the enemy's technique.

67. Know how the enemy handles setbacks.

68. Know what techniques your opponent uses.

69. Know the psychological preparation of the enemy.

70. Know the results of the enemy’s latest performances.

71. You are not physically tired before the competition.

72. Lack of excessive anxiety before the competition.

73. Having a feeling of confidence before a competition.

74. Lack of indifference before competition.

75. Having a feeling of sports anger before a competition.

76. Know the results of the draw.

77. Know the results of the enemy's last performance.

78. Have victories over a given opponent in the past.

79. No pain before the competition.

Please provide the following information about yourself:

1. Sports experience...................................

2. Sports category........................

3. Your best sporting achievements...................

Processing of materials from research on sports motivation.

The structure of sports motivation includes the following grounds:

Incentives, including two factors. The first factor - K1 - reflects the athlete's fundamental orientation towards satisfying spiritual needs - self-affirmation, self-expression, fulfillment of public duty. Coefficient K1 was found as follows.

The answer “yes, very important” is worth 5 points; “rather important than not important” - 4 points; “not very important” - 3 points; “rather unimportant than important” - 2 points; “not important” - 1st point. The sum of points when answering questions from I to 15 is divided by 15 and the value of coefficient K1 is found. The second factor - K2 - reflects the athlete's focus on meeting material needs. The sum of points when answering questions 16 to 23 is divided by 8 and the value of coefficient K2 is found.

Basic grounds, including three factors. The first factor - KZ - reflects the degree of interest of the athlete in favorable social conditions for sports activities. The KZ coefficient is found by dividing the sum of points when answering questions from 24 to 34 by P. The second factor - K4 - reflects the degree of interest of the athlete in the accumulation of knowledge/special and skills. Coefficient K4 is found by dividing the sum of points when answering questions from 35 to 49 by 15. The third factor - K5 - reflects the degree of interest of the athlete in the absence of pain. Coefficient K5 is found by dividing the sum of points when answering questions from 50 to 55 by 6.

Procedural grounds, including two factors. The first factor - Kb - reflects the degree of interest of the athlete in accumulating knowledge about his opponents. Coefficient K7 is found by dividing the sum of points when answering questions from 56 to 71 by 16. The second factor - K7 - reflects the degree of interest of the athlete in the absence of psychogenic influences that negatively affect the results of competitive activity. Coefficient K7 is found by dividing the sum of points when answering questions from 72 to 80 by 9.

Practical experience of working with high-class athletes and the study of existing literature on this problem were the basis for creating an athlete’s personality map. According to this map, the athlete’s personality structure includes socio-psychological, psychological, professional and medical-biological substructures.

Each substructure includes several groups of qualities. The group of qualities, in turn, consists of individual qualities, abilities and skills. Thus, the athlete’s personality structure, consisting of 4 substructures, each including several groups of qualities, constitutes a multi-level hierarchical system.

The highest level of the structure is social, which determines ideological maturity, ethical and ethical qualities and motivations for activity. This level has a decisive influence on all underlying substructures.

Test for athletes (Psychodiagnostic methods in sports. Athlete’s personality card):

Stimulus material.

Components of the structure of the potential value of an athlete’s personality

Keys. Interpretation.

Due to the fact that the socio-psychological substructure is difficult to qualify, its assessment requires a particularly careful, deeply critical generalization of the results of fairly long-term observation in real activities and, above all, in complex, extreme situations. This work also assumes a correction of the assigned grades, which is associated with the dynamics of qualities and skills during training and competitive activity, taking into account their periods.

In other substructures (psychological, professional, medical-biological) scales, the tables allow us to approach the assessment of qualities in a more differentiated way. The proposed rating scales do not exclude, but, on the contrary, assume a creative approach to the assessment of specific athletes or individuals preparing to become them, and its mandatory correction in relation to a particular sport or period of sports activity, etc.

Personality psychology tests