Psychological and Pedagogical Conditions for Forming Professional-Important Qualities in Athletes

Abstract

The study of the conditions for the formation of professionally important qualities in athletes is due to the fact that every year in sports of the highest achievements the level of physical complexity and psychological endurance rises, new records are set, the requirements for professional training and the personality of an athlete increase. The article discusses the issues of psychological and pedagogical conditions in the formation of professionally important qualities in athletes. The aim of the study is to identify the psychological and pedagogical conditions for the formation of professionally important qualities in athletes. The content of the article includes a theoretical analysis of the psychological and pedagogical literature of the concepts of "condition", "pedagogical conditions", "psychological conditions". The author's vision on the definition of the concepts of "psychological and pedagogical conditions in sports", "professional qualities of an athlete" is given, as well as the characteristics of these conditions that contribute to the formation of professionally important qualities in athletes, and provide psycho-emotional stability. According to the authors, the professionally important qualities of an athlete (PVK) are individual psychological and physiological qualities that affect his effectiveness in sports activity. These include psychoemotional stability, self-reflection, motivation, resilience, concentration of attention, self-regulation, self-control, locus control (localization of control of volitional effort), etc. The main result of the study is the concretization of conditions that contribute to the formation of professionally important qualities necessary for the implementation of successful sports activity. The authors refer to the psychological and pedagogical conditions: ensuring a favorable socio-psychological climate in the team, relationships and the creation of psychological safety; ensuring the consistency of the athlete's psychological training; providing psychological and pedagogical debriefing; improvement of educational and methodological, scientific and methodological support of the psychological training of an athlete; psychological and pedagogical competence of a trainer through refresher courses; organization of scientific and practical conferences, symposia, forums; implementation of digitalization in sports.