PSYCHOLOGICAL TRAINING AS A COMPONENT OF OPTIMIZING THE TRAINING PROCESS IN A SPORTS CAMP

Abstract

Aim. This paper analyzes the effectiveness of a psychological model as a component of young athlete training at a sports camp. Materials and methods. This article employs a mixed-method approach, including modeling analysis, objective observation of young athlete performance, and social assessment using psychodiagnostic tools such as the Motivation test (M-Test), the Motivation for Success method (T. Ehlers), and a modified version of the Emotion Regulation Questionnaire. Results. The study involved a control group of 60 athletes aged 13–18 years during intensive training at a sports camp. The athletes completed a battery of psychodiagnostic tests. The M-Test showed that 53 athletes were motivated by success, while 7 were motivated by fear of failure. T. Ehler’s Motivation for Success method demonstrated the following distribution of achievement motivation levels: 23 – extremely high, 21 – moderately high, 14 – moderate, and 2 – low. The Emotion Regulation Questionnaire showed that 52 athletes exhibited high emotion regulation, 3 – moderate, and 5 – low. These findings confirm the effectiveness of a psychological and pedagogical model for organizing the training process. Conclusion. Testing of the psychological support model, together with social diagnostics and objective observation, confirms the effectiveness of psychological training as a means of optimizing the sports camp experience, aimed in part at developing young athletes’ personal qualities.