PhD, Associate Professor S.K. Bagadirova^1
1Adygey State University, Maykop

Keywords: goal-setting skills training (GST) model, judo basics.

Background. As demonstrated by analysis of the national sports research literature, goal-setting trainings still fall largely beyond the fields of interest for most of the national research community despite their growing relevance for sports. There are only a few national studies of these issues by S.V. Dmitriev, 2010; Z.A. Sagova, 2012; and S.K. Bagadirova, 2015, 2016, 2017, 2018; whilst the Western sport science shows a great and growing interest in these issues and has come up with many goal-setting skills training methods and technologies that are being increasingly popular for application in practical training systems.

It should be mentioned, however, that the goal-setting issues has been addressed by a few national fundamental studies including: study of the volitional control mechanisms in terms of their mobilization and operation versus the individual progress goals (Y.T. Glazunov, N.A. Ivannikov, V.K. Kalin, V.V. Medvedev, A.T. Puni, P.A. Rudik, V.I. Selivanov, K.R. Sidorov, R.Z. Shaikhtdinov et al.); behavioral self-control model analysis with the progress goal viewed as one of its elements (O.A. Konopkin, V.I. Morosanova); study of progress motivations with goal-setting elements (V.G. Aseev, L.S. Vygotsky, B.I. Dodonov, E.P. Ilyin, D.B. Elkonin, A.N. Leontyev, S.L. Rubinstein, E.A. Savonko, et al.); study of sport progress aspirations and the relevant goal-setting elements (L.I. Bozhovich, L.V. Borozdina, N.L. Kolominsky, V.N. Myasishchev, V.S. Merlin, E.A. Serebryakova, K.R. Sidorov et al.), etc. Nevertheless, the shortage of theoretical and practical analyses of the relevant issues seriously complicates the efforts to train goal-setting skills within the traditional sport training systems. The growing demand for the goal-setting skills training methods needs to be recognized and addressed by the national sport research community.

Objective of the study was to lay fundamentals for and test benefits of a goal-setting model for the judo basics mastering groups.

Methods and structure of the study. We have developed the following goal-setting skills training model. Methodological basis for the goal-setting skills training model was formed of the following elements: key provisions for sport activity offered by L.S. Rubinstein and A.N. Leontiev; the L.S. Vygotsky’s interiorization idea; the O.K. Tikhomirov’s concepts of goal-setting mechanisms; and the V.D. Shadrikov’s professional goal setting provisions for the concept of system genesis.

Model implementation provisions were geared to: facilitate the individual progress agenda by the goal-setting skills training model; improve theoretical and practical competences of the trainers in the goal-setting skills training domain; contribute to the multiannual theoretical and practical training systems; effectively customize the goal-setting skills training toolkit to the personality ontogenesis; and phase the goal-setting skills training service by a progress algorithm to secure a gradual harmonized transition from a trainer-provided goal-setting skills training service to the trainer-assisted and supervised goal-setting skills and then to the independent/ self-reliant goal-setting skills by the trainee.

Having analyzed the ontogenetic progress in terms of the goal-setting ability, we found the adolescent age being the most sensitive period when a child makes a transition from the adult-assisted and instructed living to the self-reliant behavioral models with the self-assertion components and personality progress agenda inspired by the primary goals-setting needs and attempts [2]. We believe in this context that the judo basics mastering period is most favorable for the goal-setting skills in the subject sport discipline training, with the goal-setting skills training elements designed to prudently complement the regular training sessions. The goal-setting skills training service will be geared to help the trainees: model and forecast their own progress path in the sport discipline; and analyze and rate the interim progress stages versus the final goals.

We designed our experimental goal-setting skills training service model on the above key provisions and piloted it at the Y.K. Koblev Olympic Reserve Judo Sport School and Republican Sport Excellence School in Maykop city, Republic of Adygea. 126 athletes from the judo basics mastering groups were sampled for the model testing experiment. The sample progress in the goal-setting skills training course was tested by the N.M. Peysakhov Self-control Skills Test version for teenagers. N.M. Peysakhov classifies the self-control skills as follows: analysis of contradictions; forecast; goal-setting; progress planning; progress rating criteria; decision making; progress self-management; and correction; with all these components jointly referred to herein as the goal-setting procedure [4].

Results and discussion. The pre-experimental goal-setting skills tests using the N.M. Peysakhov Self-control Skills Test toolkit unsurprisingly rated the sample low on every of the above the self-management and goal-setting scales – since it is only natural that the teenage judo basics mastering group is still immature and unable to match its own progress ambitions with the real capacities and resource: see Table 1.

Table 1. Pre-experimental test data: N.M. Peysakhov Self-control Skills Test, points

Training stage of the new goal-setting skills training model testing experiment was designed to complement the regular judo trainings with the goal-setting skills training service elements. The goal-setting skills training trainings were run at both of the above sport schools in two subgroups for four days. The goal-setting skills training trainings were designed to address and analyze the past progress and future constructed events and ambitions. The group trainings with analyses of the past events were dominated by the regression analysis to help every trainee analyze the past goal-setting efforts, wins and failures to effectively track every step. And the group trainings with the future progress constructions were dominated by a symbolic self-expression method to help every trainee clearly visualize the progress goal; plus an operational progress design method to model the progress path on the way to the specific goals and thereby visualize the future events [1]. Each goal-setting skills training session included the following three parts:

1. Introductory short lecture on the theoretical aspects of the goal-setting skills training session;

2. Core part of the training session with specific practices as dictated by the current training goals spelled out in a training workbook. The workbook gives goal setting tips and guidelines to help produce a roadmap for the upcoming competitive season with the progress tracking and goal attaining methodology, plus practical guidelines for the trainer with a special attention to the key points of the goal-setting practices; and

3. Reflection part at the end of each class, to have analyzed the progress made in the training session and highlight the problems every trainee and group on the whole face, to contribute to the group progress rating.

The goal-setting skills training model cannot be described herein in detail due to the limited space of the article, so we would offer an overview of its structure (see Table 2) further described with workbooks in our monograph [4, p. 222-244].

Table 2. Goal-setting skills training program

The pre- versus post-experimental tests showed statistically significant progress of the sample in the goal-setting skills from the low to moderate level on every test scale. As a result of the goal-setting skills training experiment, the athletes made good progresses in their own sport career modeling and progress forecasting skills versus their individual goals, and in the progress analyses: see Table 3.

Table 3. Pre- versus post-experimental data: N.M. Peysakhov Self-control Skills Test

The questionnaire survey of the trainers and trainees showed their progress in the goal setting and correction in the training system design, progress planning and management domains. They particularly appreciated the goals prioritizing and variation abilities that, in their opinions, facilitated their training and competitive progresses [1].

Conclusion. The study data and analysis showed benefits of the new goal-setting skills training model as verified by the pre- versus post-experimental tests. We would recommend the new goal-setting skills training model with its versatile training toolkit for application in the practical sport trainings systems.

References

1. Bagadirova S.K. Training sessions in athletic training to build goal-setting skills. Uchenye zapiski universiteta im. P.F. Lesgafta. 2016. no. 1 (131). pp. 307-312.
2. Bagadirova S.K. Age-related features of goal-setting skills building to underlie athlete's activity planning. Physical Education and Sports, Life Safety. Proceedings Round Tables of Institute of Physical Education and Judo of Adyghe State University, March-May 2016. Maykop, 2016. 184 p.
3. Bagadirova S.K. Formation and development of goal setting in individual professionalization process (case study of sports activity). Maykop: Magarin O.G., publ. 2018. 332 p. (222-244).
4. Peysakhov N.M., Shevtsov M.N. Practical psychology. Kazan: KSU publ., 1991. 120 p.

Corresponding author: susanna22@mail.ru

Abstract

Objective of the study was to lay fundamentals for and test benefits of a goal-setting model for the judo basics mastering groups.
Methods and structure of the study. At the theoretical level, the developed goal-setting skills building model was described: methodological basis of goal-setting; model implementation provisions; structure and content of the training sessions as forms of goal-setting skills building; effective goal-setting techniques. We designed our experimental goal-setting skills training service model on the above key provisions and piloted it at the Y.K. Koblev Olympic Reserve Judo Sport School and Republican Sport Excellence School in Maykop city, Republic of Adygea. 126 athletes from the judo basics mastering groups were sampled for the model testing experiment. The sample progress in the goal-setting skills training course was tested by the N.M. Peysakhov Self-control Skills Test version for teenagers. N.M. Peysakhov classifies the self-control skills as follows: analysis of contradictions; forecast; goal-setting; progress planning; progress rating criteria; decision making; progress self-management; and correction; with all these components jointly referred to herein as the goal-setting procedure.

 Results and conclusions. The results of approbation of the goals-setting skills building model constituted objective evidence of the increase of the level of development of the judokas' goal-setting skills (from low to medium level) at the basic training stage. The results of testing carried out upon completion of training indicated the statistically significant changes on all scales of the "Self-management Capacities" test by N.M. Peysakhov. As a result of trainings, the athletes acquired the skills of modeling and forecasting the results of targeted activities; the basics of the analysis of the compliance of the achieved result with the planned goal.

We proved the effectiveness of training sessions as a form of goals-setting skills building in the athletes. The presented model, as well as the program of training sessions, can be of interest to specialists and will be applied in the athletic training.