PhD, Associate Professor I.V. Mikhaylova¹
PhD, Associate Professor E.D. Bakulin¹
O.G. Rysakova^1
1Russian State Social University, Moscow

Corresponding author: chessy07@mail.ru

Abstract

Objective of the study was to develop and test benefits of a standard psychographic model for analysis to facilitate the psychological and educational control service in chess training systems. 

Methods and structure of the study. The psychographic method testing experiment was run in 2012-2015 at the RSSU Chess House. We sampled the 18-22 year-old student chess players from the beginner training and competitive groups. Psychographs were produced using clustered mnemonic and intellectual functionality tests data and analyses rating the individual psychological traits and operational psycho-emotional states. The EG (n=508) training service was managed based on the W. Stern longitudinal psychographic test data with analysis of variations in the individual mental and physiological test rates in three test clusters visualized by the traditional ray psychographs. The RG (n=510) was trained as required by the traditional training system without psychographic method support.

The mnemonic and intellectual functionality test database with the psychological traits and current actual psycho-emotional states was formed of the C.D. Spielberger anxiety; WAM (wellbeing, activity, mood); physical and mental health (Short Form 36); and D. Russell and M. Ferguson Subjective Loneliness Feel Test data. The test data were clustered with the test data converted on the 10-point scale and represented on ray psychographs.

Results and conclusion. The psychographic method model with its training methods and psychographic test tools makes it possible to fairly track the individual functional progresses in the training and competitive process. The new psychographic method model testing experiment found the model beneficial as it brings new quality to the beginner chess sport trainings with its comprehensive and individualized test toolkit making it possible to profile variations in the individual mental and physiological test rates and effectively cluster and visualize the test data for analyses by segmented ray psychographs.

Keywords: chess sport, psychographic method, psychological and educational control, combined tests, physical training intensity.

Background. The U. Stern's psychographic method with its individual emotionality and resource testing toolkit was applied for the chess trainings by I.N. Dyakov, N.V. Petrovsky, P.A. Rudik who developed a chess player psychograph back in 1925 [4, 7, 16]. When analyzing the academic athletes’ (including those with health limitations) needs for psychological and educational support, researchers tend to appreciate benefits of the Dyakov-Petrovsky-Rudikane psychograph compliance with the key principle of fair tests since the psychographic test data are non-predetermined and the test toolkit is unlimited and never certain in its outcomes [5, 7-11]. Analysis of the modern research in the sports psychographs and mental test methods shows that the qualitative competences of the psychographs need to be converted into the quantitative ones for the purposes of the statistical analyses [1-3, 5-7, 9, 12,17].

Objective of the study was to develop and test benefits of a standard psychographic model for analysis to facilitate the psychological and educational control service in chess training systems. 

Methods and structure of the study. The psychographic method testing experiment was run in 2012-2015 at the RSSU Chess House. We sampled the 18-22 year-old student chess players from the beginner training and competitive groups. Psychographs were produced using clustered mnemonic and intellectual functionality tests data and analyses rating the individual psychological traits and operational psycho-emotional states. The EG (n=508) training service was managed based on the W. Stern longitudinal psychographic test data with analyses of variations in the individual mental and physiological test rates in three test clusters visualized by the traditional ray psychographs. The RG (n=510) was trained as required by the traditional training system without psychographic method support.

The mnemonic and intellectual functionality test database with the psychological traits and current actual psycho-emotional states was formed of the C.D. Spielberger anxiety; WAM (wellbeing, activity, mood); physical and mental health (Short Form 36); and D. Russell and M. Ferguson Subjective Loneliness Feel Test data [10, 17]. The test data were clustered with the test data converted on the 10-point scale and represented on ray psychographs.

Results and discussion. Modern chess sport requires the training system being highly effective in mobilizing the individual intellectual and psycho-emotional resource to facilitate progress in the strategic thinking and intellectual competitive qualities and skills for success [10, 17]. The EG training service was designed in compliance with the modern psychological and educational support concept with its key training system design principles, and with systematic mental/ physiological health tests designed on a clustering and deterministic basis [12-15]. A special priority was given to the progress facilitating constructive and democratic coach-trainee relationship and communication styles.

Given on Figure 1 is the standard comparative interpretation of the individual psychophysical fitness progresses in the EG and RG represented by ray psychographs segmented by the functionality test clusters.

Figure 1. Comparative psychographs of the EG and RG test data of 2015

The above psychograph shows the key test clusters with the relevant individual mnemonic and intellectual functions test data, psychological traits and psycho-emotional states in the RG and EG, with the test data converted on the ten-point scale for convenience. It should be emphasized that the EG was tested 9-40% better than RG in every test. This finding demonstrates benefits of the comprehensive psychographic model as verified by the significant progress of the EG on the Operational memory, Operational thinking Valuation function scales tested 21% higher than the RG; on the Wellbeing, Activity and Mood scales 27.5% higher; on the Loneliness, State and Trait anxiety test scales 32% lower than the RG; with the average progress of the EG in psycho-emotional states estimated 29.8% higher than in the RG. And the combined Physical health and Mental health (SF-36) tests ranked the EG 27% higher than the RG.

The yearly averaged physical training intensity tests found the EG making 3-12% better progress than the RG at the final stage of the psychographic method model testing experiment: see Figure 2.

Figure 2. Averaged yearly physical training intensity in EG and RG in 2012-15

Conclusion. The psychographic method model with its training methods and psychographic test tools makes it possible to fairly track the individual functional progress in the training and competitive process. The new psychographic method model testing experiment found the model beneficial as it brings new quality to the beginner chess sport trainings with its comprehensive and individualized test toolkit making it possible to profile variations in the individual mental and physiological test rates and effectively cluster and visualize the test data for analyses by segmented ray psychographs.

References

1. Artishcheva E.K. Pedagogical diagnostics as basis of knowledge correction system. Obrazovatelnye tekhnologii. Moscow, 2015. No. 3. 19 p.
2. Bekoeva M.I. Principles and stages of implementation of pedagogical diagnostics. Sovremennye problemy nauki i obrazovaniya. 2015. No. 1-1. pp. 1055-1055.
3. Voskrekasenko O.A. Psychological and pedagogical diagnostics as direction of pedagogical support for adaptation of university students. Fundamentalnye issledovaniya. 2015. V. 12. No. 2. 4 p.
4. Gabbazova A.Y., Nozdrachev L.A. Special intellectual abilities of chess players. Sportiv. psikholog. 2019. no. 2 (53). pp. 40-43.
5. Geraskin A.A. Psychological structure of activity as optimal way of team sports athletes’ training design. Sportivnye igry v fizicheskom vospitanii, rekreatsii i sporte. 2017. pp. 52-55.
6. Dubatovkin V.I. Chess player’s skills rating criteria using player's operative memory test. Timiryazev RGAU-MSHA publ., 2020. pp. 12-15.
7. Dyakov I.N., Petrovskiy N.V., Rudik P.A. Psychology of chess game. Moscow: Sovetskiy sport publ., 1926. 15 p.
8. Kabachkova A.V. «Wellbeing – activity – mood» of first-year students during physical education classes. Teoriya i praktika fiz. kultury. 2015. No.7. 3 p.
9. Lapin A.Y., Babichev I.V., Zhikhareva O.I. Prediction of athlete’ sports results based on psychological characteristics. Vestnik sportivnoy nauki. 2016. No. 4. 3 p.
10. Mikhaylova I.V., Fomina S.N. Conceptual Model of Psychic Profile of Chessplayers with Health Deviations. Teoriya i praktika fiz. kultury. 2020. No.1. pp. 66-68.
11. Mikhaylova I.V., Petrova M.A., Bakulina E.D. Digital transformation of chess training. Teoriya i praktika fiz. kultury. 2021. No. 1. pp. 102-104.
12. Podgornaya Yu.N., Karlyshev V.M., Paraskevich O.V. Psychological and pedagogical diagnostics as direction of pedagogical support for adaptation of university students. Uchenye zapiski universiteta im. P.F. Lesgafta. 2016. No. 11. 7 p.
13. Rysakova O.G., Makhov A.S. Study and rating of physical fitness of skilled snowboarders with hearing impairment. Teoriya i praktika fiz. kultury. 2017. No. 5. P. 25.
14. Tiunova O.V. Psychodiagnostics in work of sports psychologist with national teams of Russia: content, methodological and organizational aspects. Fizicheskaya kultura, sport-nauka i praktika. 2017. No. 2. 6 p.
15. Chernysheva L.G., Chernyshev V.P., Vyginnaya E.A. Psychological and pedagogical support of university students doing sports. Psikhologicheskaya kultura v sovremennom rossiyskom obshchestve. 2015. P. 390.
16. Stern V. Differential psychology and its methodological foundations. Translated from German. Moscow: Nauka publ., 1998. 335 p.
17. Mikhaylova I.V. Pedagogical Concept of Technical and Tactical Training of Persons with Disabilities in Chess Sport. Person. Sport. Medicine.2019. Vol. 19,no. 4. рр. 111-116. DOI: 10.14529/hsm190413.