Applicant A.V. Kondratyev¹
Dr. Hab., Associate Professor G.A. Kuzmenko^1
1Moscow State Pedagogical University, Moscow

Keywords: sports training, junior ice hockey player, training goals, emotionality, progress challenges.

Background. Key provisions of the modern sports training systems have been spelled out by the leading national researchers (L.P. Matveyev, M.Ya. Nabatnikova, V.N. Platonov, V.P. Filin). The ‘modeling and goal-setting approach to sports training’ [5] offered by L.P. Matveyev as a design framework gives the means to model the target athletic fitness at every training stage. It is clear that an integrated sports training system shall take into account every trainer-trainee interaction factor for success of the training service. Thus V.E. Zankovets analyzes a sports training system design on a subjective interaction basis with the “individual training viewed as a controlled three-level process including: (1) direct link from the controller (coach) to the controlled (athlete) subject; (2) feedback to the coach; and (3) control system adjustment based on the feedback data flow’ [1, p. 44].

As far as the key sports training system management issues are concerned, P.V. Kvashuk, N.P. Grachev and I.N. Maslov mention "an objective conflict of interests and goals in the sports reserve training systems" [2, p. 111]. As provided by N.V. Mezentseva, “coach is a central actor of a sports training system with his/ her living standards and sports principles, philosophy and professional teaching skills ... pivotal for success of the key goals of humanistic education in the "training-culturing-development" and competitive progress domains" [6, with. 1277]. G.A. Kuzmenko analyzes a few stress tolerance issues faced by junior athletes [3, p. 64] with a special emphasis on the emotional intelligence building aspects as it facilitates adaptation to the sport-specific cooperation and performance within the “a new national population sportization avenuer” as provided by L.I. Lubysheva [4, p. 99] and the relevant high social values.

Objective of the study was to rate and analyze the key emotionality-related sports training progress challenges on a sample of the 13-14 year-old ice hockey players.

Methods and structure of the study. We used the following study methods: analyses of the relevant theoretical and practical literature, interviews, comparative analysis, correlation analysis, cluster analysis and factorial analysis (FactorLoadings (Unrouted; Varimaxraw) (Markedloadingsare>, 7000). We sampled for the study the 13-14-year-old ice hockey players (n=40) in Moscow.

Results and discussion. We found significant correlations of a few study factors based on the correlation analysis of the classical social/ emotional intelligence, trainer-trainee emotionality and social creativity tests of the sample: see Figure 1. Individual progresses of junior athletes are known to depend on the individual emotional and socializing resource being fully mobilized and put in trainings, with the trainer-trainee interactions heavily facilitated by the joint efforts to meet and overcome a range of emotionality-related challenges in the context of the individual athletic and competitive progress goals. 

Figure 1. Correlation matrix (Correlations (Spreadsheet14): marked correlations are significant at p < 0.05000 N=24 (case-wise deletion of missing data)

We grouped the sample into three groups (see Table hereunder) based on the trainer-trainee interaction challenges in need of adequate reflexive analysis to detect the emotional barriers for progress. It should be emphasized that the junior players were found to basically adapt to the trainer’s behavioral model and cognitive process requirements at the beginner training stage.

Table 1. Emotional challenges reportedly faced by the junior players in the efforts to adapt to the objective and subjective training system requirements

The training service was found giving rise to a range of emotionality-related problems due to the perceived destructive trainer’s assessments of the actual progress and potential resource of the player – of high detriment to his individual long-term progress goals and sports agenda on the whole. In the efforts to cope with this sports training process challenges, the junior player needs permanent emotional maturation with due pedagogical support from the trainer and teammates with largely the same emotional challenges and basic competence in coping with them, for a good psychological and pedagogical support. Our cluster analysis found the primary/ basic (highlighted in the Table) objective and subjective correlated factors for the rank 1 and 2 challenges being successfully met, namely: competitive stress tolerance and success forecasting in highly competitive matches’ and trainer’s emotional burnout, emotional isolation with a change in attitudes for unclear reasons; and rank 1 and 3 challenges –  training and excellence service with progress in sport-specific motor skills, adaptation to high-coordination workloads and stresses; and need for physical and mental progress in spite of the nervous/ mental fatigue: see Figure 2.

Figure 2. Focused training for persistent progress in coping with emotionality-related challenges in training process

Conclusion. The study found a few priority emotionality-related challenges faced by the young players in the training process – that are in need of direct adaptation to the trainer’s requirements; indirect adaptation to the sport-specific progress requirements with the emotional control building facilitated by the trainer; and the self-reliant emotionality control trainings to cope with the challenges and barriers for progress. Based on the above priority challenges, trainer and/ or other contributors to the sports training system shall initiate and prudently manage a focused emotional control skills building process to facilitate the individual emotional maturation process with its cumulative benefits for the constructive and creative progress of a young athlete at every training and sports excellence stage.

References

1. Zankovets V.E. Periodization of complex control of physical fitness in professional hockey. Nauka i sovremennost publ.. 2015, no. 39. pp. 44-46.
2. Kvashuk P.V., Grachev N.P., Maslova I.N. Problem of sports reserve training system management. Uchenye zapiski universiteta im. P.F. Lesgafta. 2011. No. 2 (72). pp. 109-112.
3. Kuzmenko G.A. Features of adaptation of junior athletes to stressful situations. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. 2007. No. 4. pp. 62-67.
4. Lubysheva L.I., Khubbiev Sh.Z., Selyukin D.B. Sportization as factor of involvement of population in mass sports. Teoriya i praktika fiz. Kultury. 2020. No. 3. p. 99.
5. Matveyev L.P. General theory of sport and its applications. 4th ed.. St. Petersburg: Lan publ., 2005. 384 p: il.
6. Mezentseva N.V., Struchkov V.I., Avdeev A.A. et al. Psychological and pedagogical aspects of management. Zhurnal Sibirskogo federalnogo universiteta. Ser.: Gumanitarnye nauki. 2011. V. 4. No. 9. pp. 1277-1287.

Corresponding author: a.kondrik@mail.ru

Abstract

Objective of the study was to rate and analyze the key emotionality-related sports training progress challenges on a sample of the 13-14 year-old ice hockey players.

Methods and structure of the study. We used the following study methods: analyses of the relevant theoretical and practical literature, interviews, comparative analysis, correlation analysis, cluster analysis and factorial analysis (FactorLoadings (Unrouted; Varimaxraw) (Markedloadingsare>, 7000). We sampled for the study the 13-14 year old ice hockey players (n=40) in Moscow.

Results and conclusion. Correlation constellations of significant correlations of the individual social, emotional intelligence and social creativity rating factors plus the trainer-trainee emotionality domain analysis made it possible to consider the sports training system as the socially and emotionally active environment with its adaptability facilitation effects. The substantive characteristics of the most promising lines in the emotional controls building arsenal made it possible to offer the emotionality-related problems coping models in the context of the following key factors: high-difficulty spectrum that requires direct adaptation to the sport-specific requirements. The actual emotional difficulties having the higher factorial weight may be listed as follows: need for mental and physical progress despite the mental and nervous fatigue; need for the high execution standards, with the resource mobilizing for success; indirect adaptation to the sports training system requirements in the context of the trainer’s emotionality and professional service controls (adaptation to the “failures in constructive communication, shortage of emotional support from the trainer”; “trainer’s emotional fatigue and/or emotional isolation for unclear reasons”); trainee’s own emotional control failures in coping with the sports training challenges (“need for a good analysis of failures to effectively ‘forget’ them”).