Abstract
Purpose. The article is concerned with the theoretical and empirical study of such a complex and at the same time pivotal phenomenon of personality as the psychological culture of a teacher-coach. This phenomenon is considered as the basis of successful coaching training activities of a teacher-coach with young athletes. This article presents an analysis and review of the leading approaches to the understanding of the content of psychological culture within the framework of academic psychology studies, as a result a lack of consistency in the interpretation of the definition of ‘psychological culture’ and its role in the professional development of a teacher-coach are revealed.
 Methodology. The goal of the study – to determine the content of the psychological culture of teacher-coaches and identify the predominant components of their psychological culture – is achieved through the methodology of subjectivity. The results of the study were gathered in one of the major sports schools of Nizhny Novgorod (Russia). In the empirical part of the study, a specially selected diagnostic complex of psychological techniques was used to determine the structural components of the phenomenon under study and to identify the role of each of them. The results of the diagnostics were processed using Spearman’s correlation analysis, which showed the significant interdependencies between the main characteristics of the phenomenon of the psychological culture of the teacher-coach and the importance of the structural trinity in the formation of the phenomenon under study.
 Results. The result of the study presented in the article states a direct connection between the distinct manifestation of the components of the psychological culture of a teacher-coach and the success of their coaching activities, i.e. the achievements of young athletes and also defines the psychological culture as a phenomenon of personality that affects the professional success in coaching activities.
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