Developing Students' Psychological Readiness to Make Decisions in Extreme Coaching Situations

Oksana Khurtenko,Kseniia Bereziak,Anatolii Shuldyk,Maya Zubal,Alla Senyk,Iryna Raytarovska

doi:10.18662/brain/12.1/172

Abstract

Most prospective coaches are not fully ready to manage sports teams under extreme conditions and cannot make quick decisions in difficult situations. The article aims to develop students’ psychological readiness to make decisions in extreme coaching situations. The formative experiment involved 50 students (25 respondents in the experimental group; 25 respondents in the control group). It became possible to develop operational readiness in prospective coaches by conducting special classes on the development of decision-making skills, self-reflection, self-regulation (theoretical classes and a set of exercises aimed at developing the necessary qualities). The final stage of the experiment shows that the number of EG students with a high level of anxiety has decreased by 16%. At the same time, the expert assessment shows that their capacity for self-regulation in extremely competitive situations has increased by 20%. The group of students’ leading motives includes the following: to achieve the set goals; to win; to enjoy the team’s victory; to prove oneself and test one’s abilities as a coach in extreme situations. In extreme professional situations, the leading motives behind coaches’ decisions involve achieving the set goals and enjoying the team’s victory. There were no significant differences in decision-making motivation among students (both males and females). However, almost every third student has a low level of motivation for competition.

Highlights

Many researchers have already studied psychological readiness of individuals for various activities in extreme conditions, scientists and revealed its structure, mechanisms and improvement pathways (Bakhmat, et al, 2019; Bezliudnyi, Kravchenko, Maksymchuk, Mishchenko, & Maksymchuk, 2019; Chamata, 1960; Diachenko & Kandybovich, 1981; Kandybovich, 2000; Levitov, 1963; Tomchuk, 2003)
There is no research aimed at developing the psychological readiness of students and physical education teachers to make management decisions in extreme sport-related situations
The results of the experiment show that 80% of EG students noted a positive effect on their knowledge, views on the content of professional coaching activities and the qualities needed to make decisions in extreme situations

Summary

Introduction

Many researchers have already studied psychological readiness of individuals for various activities in extreme conditions, scientists and revealed its structure, mechanisms and improvement pathways (Bakhmat, et al, 2019; Bezliudnyi, Kravchenko, Maksymchuk, Mishchenko, & Maksymchuk, 2019; Chamata, 1960; Diachenko & Kandybovich, 1981; Kandybovich, 2000; Levitov, 1963; Tomchuk, 2003). Various psychological schools are actively developing special techniques and training programmes on personality development (Belova, 2004; Halaidiuk, et al, 2018; Maksymchuk, et al, 2018). Melges (1982) actively used the future mode in contrast to the representatives of psychoanalytic and existentially humanistic areas, who mainly employ the categories of the past and the present when working with patients. He claimed that the future actively influenced the present and, developed psychotherapy focused on the reconstruction of the future. His psychotherapy is based mostly on the principles of futurization and temporal organization

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Conclusion