A. Aleksejev (2005), who has been analysing problems of managing athletes’ mental
states and self-efficacy for thirty years, argues that a self-confident athlete, able to manage their psychophysical
...condition and technique, will feel no anxiety about the sports results. As sports activities take place
under the difficult conditions of practice and competition, athletes need particular self-efficacy and mental
stability. We believe that it is necessary to reveal the peculiarities of self-efficacy of young basketball players
because self-efficacy essentially includes opportunities for the self-actualization of many personal needs.
However, the research has not yet proven that the development of self-efficacy enhances social adaptation of
student athletes (Malinauskas, 2004; 2006). Moreover, at present we have too few educational programmes for the development of self-efficacy of young basketball players that could also be applied in the course of basketball coaching (Wang, Biddle, 2001; Malinauskas, 2001; 2003; Šniras, 2005). The further necessity of the study of this problem determined the topic of our dissertation research.
There is a situation in athlete training system where there is a conflict between the need to purposefully and systematically develop self-efficacy of young athletes and a lack of the solution of the problem in athlete’s personality development practice as well as the lack of research revealing the dependence of self-efficacy on athletes’ age. It also... to full text
Sportinė veikla vyksta sunkiomis pratybų ir varžybų sąlygomis, tad tokiai veiklai būtinas ypatingas savaveiksmiškumas, sportininko psichikos stabilumas. Sportinis meistriškumas daug priklauso nuo to, kaip išugdytos sportininko psichinės savybės, koks jo savaveiksmiškumas (Aleksejevas, 2005). Mūsų manymu, yra būtina atskleisti jaunųjų krepšininkų savaveiksmiškumo ypatumus, kadangi savaveiksmiškumas savo esybe įtraukia daugelio asmenybės poreikių realizacijos galimybes. Vis dėlto tyrimais dar nėra įrodyta, kaip savaveiksmiškumo ugdymas stiprina sportuojančių mokinių socialinę adaptaciją (Malinauskas, 2004; 2006). Šuo metu yra per mažai sukurta ugdymo programų, kurios būtų tinkamos jaunųjų krepšininkų savaveiksmiškumui ugdyti, ir kurias būtų galima pasitelkti krepšinio pratybų metu (Wang, Biddle, 2001; Malinauskas, 2001; 2003; Šniras, 2005). Tolimesnis šios problemos tyrimo bei nagrinėjimo būtinumas ir nulėmė mūsų disertacinio tyrimo temą ir mokslinę problemą, formuluojamą klausimu: kaip savaveiksmiškumas priklauso nuo sportininkų amžiaus (jaunučiai ir jauniai) ir nuo ugdymo programos poveikio?
Šis klausimas bei atsakymo į jį paieška ir sudaro šio disertacijos tyrimo mokslinio problemiškumo pagrindą.Probleminio klausimo formulavimas leido suformuluoti šio tyrimo hipotezę: taikant ugdymo programą galima tikėtis didesnio jaunųjų krepšininkų savaveiksmiškumo.
Dažniausiai akcentuojama kokia nors viena savaveiksmiškumo kryptis tam tikro amžiaus mokinių (Bandura, 2006), studentų... toliau žr. visą tekstą
Summary
Mental health – it is mental and social wealth of person, that ensures proper physical, intellectual and emotional communication which doesn’t prevent the development of other people ...(Dictionary of Sport Terms, 2002). Mental health is defined by three fundamental components: sense of harmony, self-control, and stress level.
Problem in question: Whether instruments of psychological influence are efficient to the development of students’ mental health while exercising?
Hypothesis: we presume that instruments of psychological influence positively affect the students’, who play basketball, mental health.
Object: Peculiarities of thirteen-year-old students’ who play basketball, mental health training using instruments of psychological influence.
Goal of research: Identify the peculiarities of thirteen-year-old students’ who play basketball, mental health training using instruments of psychological influence.
Tasks: Disclose the mental health of thirteen-year-old students, who play basketball, before the experiment and after its completion; evaluate the students’ sense of harmony before the experiment and after its completion; evaluate the level of students’ self-control before the experiment and after its completion; define the level of students’ stress before the experiment and after its completion.
Results and findings: Results of mental health in control and experimental students’ groups statistically didn’t differ significantly (p>0.05) before experiment. Level of... to full text
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