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Role expectations in pedagogical communication of coach and athlete as a factor of athletic performance 1541
Svetlova A.A., Post-graduate Student of the Department of Theoretical Foundations of Social Psychology of the Faculty of Social Psychology, Moscow City Psychological Pedagogical University, Moscow, Russia, email@example.com
The article presents the results of theoretical and empirical research on the socio-psychological factors of the effectiveness of training young athletes. We show the relationship between effectiveness of training young players and the nature of its relationship with the coach. The study involved 187 fencing athletes (101 females and 86 males aged 16-20 years) and their trainers (46 people with professional experience of 13 to 17 years). The methods used were observation, survey, document analysis, C. Zamfir "The motivation of professional activity" questionnaire, "MUN" questionnaire (A.A. Rean), a technique to study the relationship between the athlete and the coach (Y.L. Khanin, A.V. Stambulov), and author's method "Identifying the profile of the real and the ideal coach". The study confirmed the assumption that the more successful athlete, the greater the extent of his role expectations from the interaction with the trainer coincide with the views of the effective work of the coach with the athlete. In addition, juniors, occupying higher places in the ranking of the All-Russian athletes have the best motivational complex personality and motivation of the most pronounced success.
Keywords: pedagogical communication, junior athletes, coaches, role expectations, sport performance.