CC BY
2
УДК 37.037.1
Gontsarova D.
Melior Investments OU, Board member Tallinn, Estonia
PSYCHOLOGICAL PREPARATION OF ATHLETES FOR PRACTICAL SHOOTING COMPETITIONS
Abstract
Psychological training when working with athletes engaged in practical shooting is an important part of the overall preparation for competitions. The competitive activity of athletes, by its nature, is a powerful stressful factor for most participants of the competition. The severe stress experienced at practical shooting competitions can be the reason for the low performance of performances. For athletes of practical shooting, this is all the more significant and dangerous, since from the influence of stress factors they can make mistakes when aiming, in other stages of shooting, their hands may fog up, and tremors appear, which will also negatively affect the personal results of the competition. In this regard, psychological training should become an obligatory element of preparing athletes for practical shooting competitions. According to most researchers, such training is complex, can be divided into stages, have individual and group forms of implementation. Among the methods and techniques of working with athletes, they distinguish, first of all, versatility based on the results of autogenic training. Such techniques and techniques that are associated with a concentration on breathing, introspection, and self-reflection of an athlete have significant positive consequences - they help to overcome excitement and a feeling of severe stress, which is confirmed by the data of many researchers, influencing, among other things, the significance of the results of competitions. The work of a psychologist or coach for the psychological preparation of athletes is included in the general training process, is carried out taking into account the individual characteristics and requests of athletes, and is focused on cultivating stress resistance and self-regulation skills in them.
Keywords:
competition, practical shooting, psychological training of athletes, autogenic training,
concentration of attention.
Introduction
Participating in competitions is traditionally a stressful event for athletes. Preparing shooters for competition is a crucial aspect of working with athletes. It involves fostering a state of inner readiness, enhancing stress resistance, and developing confidence in their actions. Equally important is working on shooters' attention during stressful situations, teaching skills to balance mental states, abstraction, focus, and voluntary attention switching. Competitions for shooters are also a unique means of self-affirmation, contributing to their social status growth. An athlete who achieves their goals in competition gains not only moral satisfaction but also a sports rank or title as a result of their training efforts.
From a psychological perspective, one important aspect is developing the correct response in athletes during competitions, regardless of personal results. The human psyche is flexible and can be trained like any other muscle in the human body. The primary task for a shooter is to master various methods of mental adaptation to independently counteract emotions of fear, insecurity, and anxiety, although these are normal reactions for the body in conditions of danger and risk. Therefore, the psychological preparation of shooters always faces serious challenges. Materials and Methods
The methodological and theoretical foundation of this study is based on the scientific research of domestic scholars dedicated to the psychological preparation of shooters for competitions. The article employs
comparative analysis methods, methods of analysis and synthesis, generalization, systematization, and graphical methods.
Results and Discussion
Modern authors present various approaches to the psychological preparation of shooters. For instance, A.Yu. Altunin examines fire training and the psychological characteristics necessary for its implementation from the perspectives of both the coach and the competitor [1]. According to Altunin, the coach needs to present competitions as intermediate stages towards more serious challenges, whereas current competitions are merely tests of tactics, methodological foundations, and the athlete's psychological state. The coach's psychological strategy is built on allowing the athlete to plan future work by identifying strengths and weaknesses during preparation and subsequently addressing these weaknesses. The coach should instill the idea that aiming to exceed one's actual capabilities is the wrong approach. The primary goal is to demonstrate the maximum of one's abilities. The coach's work in psychological preparation focuses on helping the athlete manage their emotions, fostering the development of beneficial emotions such as self-confidence, actions during emotional highs, and heightened senses during competitive moments. It is also crucial to avoid negative emotions during shooting competitions, as they can lead to psychological errors, such as "producing a shot" and "waiting for a shot" [1].
According to A. Altunin, the psychological characteristics of preparing a shooter for competitions include developing the following traits (Figure 1). The main goal of preparation, according to the author, is to instill confidence in the athlete, overcoming fear, apprehension, and anxiety. Understanding that the current competition is not the ultimate goal but a step towards achieving significant results in higher-level competitions helps reduce anxiety. The researcher lists the directions of psychological work with the athlete: developing determination and courage, instilling self-confidence, forming perseverance, the ability to concentrate, focusing on the main task; constantly improving weapon handling skills, and self-control in all its forms. Altunin acknowledges that instilling these skills is a complex but essential task in the psychological preparation of shooters for competitions [1].
Figure 1 - Properties formed in an athlete-shooter during psychological training [1]
S.V. Inozemtsev believes that the fear of weapons, manifested in some athletes as a lack of psychological readiness to fire a shot, can be corrected using psychological methods [2]. He identifies a typology of athletes experiencing such fear (Table 1).
Table 1
Typology of athletes experiencing fear of weapons in the form of lack of psychological
readiness to fire a shot [2]
№ Characteristic Type
1 Individuals are psychologically predisposed to feelings of anxiety. Anxiety acts as a habitual reaction to all external stimuli. Under the influence of shooting factors, anxiety turns into fear. Fear, in turn, is the cause of poor performance in competitions.
2 Individuals who feel confident in everyday life but become anxious only when exposed to new stimuli, one of which is shooting.
S.V. Inozemtsev writes that both types of athletes he identifies exhibit the same errors—waiting for the shot, delaying it, and having trouble with pulling the trigger. According to the author, the root cause of these issues is anxiety, which escalates into fear. Therefore, the psychologist should primarily work on addressing fear
during the preparation of athletes for competitions. The following methods can be used: dry firing (an exercise to improve psychomotor reactions) is effective for practicing the technical elements of shooting. Another method involves deliberate deception, where the athlete is made to believe they are firing a live round when the chamber is loaded with an empty magazine. After repeated attempts, the athlete becomes accustomed to the absence of a shot and pulls the trigger without anxiety. At this point, a full magazine is discreetly loaded, and the athlete unexpectedly fires a complete shot [2].
An essential psychological aspect of competition preparation is teaching athletes to independently overcome the feeling of fear. This becomes possible only by reducing attention to fear and focusing instead on controlling the technical elements of shooting. Overall, to improve shooting performance, athletes should be taught psychological techniques to focus their attention not on fear but on other mental activities that require concentration switching. For example, during shooting, athletes can switch their minds to mental counting. During mental counting, fear diminishes as attention shifts from anxiety to cognitive operations. The psychologist's role is to help the athlete gradually develop the skill of mental counting and concentration, thereby switching from one irritant (fear) to another (counting) [2].
According to S.V. Inozemtsev, the above methods of overcoming fear and emotional tension related to shooting were tested in psychological sessions with athletes. The results showed a reduction in the feeling of fear among most participants, leading the author to assert that such methods and techniques are effective and appropriate for preparing athletes for practical shooting competitions [2].
In V.N. Frolenkov's study, it is stated that psychological training for shooters is based on forming a focus on quality shooting, attention concentration during technical elements, stability during aiming and triggering, proper tactical actions, and overall psychological resilience during competitions [3]. Undoubtedly, the cultivation of willpower qualities such as overcoming difficulties, focus, and psychological training is rooted in teaching athletes self-control through techniques such as self-persuasion, self-command, and self-suggestion. Psychological stability ensures safety measures in practical shooting competitions. The psychologist's task during competition preparation is to influence the formation of the following traits: attention concentration and adaptation to the shot (excluding distraction by others' shots), the ability to overcome insecurity and anxiety during the competition, and focus—being able to quickly select and hit the target. To develop these qualities in athletes, V.N. Frolenkov recommends the following psychological interventions: modeling extreme situations during training with a psychologist, repeated practice, and mastering autogenic training methods. He assigns a leading role to autogenic training in preparing athletes for practical shooting competitions [3].
According to V.N. Frolenkov, the psychological preparation process for athletes also involves developing a high level of professional qualities (Figure 2) [3].
Figure 2 - Professional qualities of an athlete formed by a psychologist in preparation for practical shooting competitions [3]
Thus, participation in practical shooting competitions imposes intense mental and emotional demands on athletes, which can negatively impact overall performance, reaction speed, and attention. Merely developing stable muscular skills for weapon handling in training is insufficient for preparing an athlete comprehensively.
According to O.M. Kholodov's research, typical signs of psychological unpreparedness in shooters that adversely affect competition results include sweating palms, an increase in pulse rate by more than 60 beats per minute, coordination issues (e.g., difficulty pressing the trigger), fine hand tremors, and either delayed or
accelerated reactions [4]. In this context, Kholodov believes that athletes should be trained to control their actions and skills, disconnecting from all distractions that hinder shooting performance. To achieve this, psychologists employ the following methods and techniques during the preparation for practical shooting competitions: breathing exercises, meditation, or relaxation to achieve a state of calm; visualization as a way to "experience" the upcoming competition using imagination—picturing oneself performing skills to the maximum and achieving desired results; concentration management through focusing on the task, breathing, a point on the wall, or counting; goal setting, reflection, and self-assessment to maintain motivation; self-control as monitoring one's emotions and thoughts [4].
S.S. Kuzmin is convinced that psychological preparation for shooters is as important as tactical preparation and outlines three stages for its implementation [5]. The first stage involves training conditions, including psychological aspects, outside of training camps. The second stage covers training conditions during centralized training camps. The third stage focuses on psychological preparation during and just before the competition. Only the third stage significantly emphasizes psychological impact: the first two stages are dedicated to refining shooting techniques for optimal shot results. The third stage aims to create a mental state that allows for effective shooting. It is noted that the shooter's pulse increases when aiming but decreases after the shot, which can negatively affect aiming time, weapon movement, and trigger press speed and force [5]. Considering these factors, Kuzmin suggests measuring the athlete's pulse rate under anxiety to use the results during competition preparation. This helps develop the athlete's body's resistance to pulse increases, reducing tremors and shaking in competitive situations that influence stress levels [5]. Like other researchers, Kuzmin emphasizes the importance of ideomotor (autogenic) training methods in preparing athletes for competitions, which helps manage stress through self-persuasion, self-suggestion, and self-command [5]. Kuzmin believes in the effectiveness of statements such as: "I hold the weapon steadily, without wavering," "I keep the sight steady," and "I monitor my breathing." Autogenic training helps athletes prepare for the necessary actions. The final week before the competition should be entirely dedicated to psychological preparation, with athletes maintaining emotional restraint, avoiding emotional outbursts, and ensuring complete emotional rest, including healthy sleep [5].
Yu.V. Nikitenko places autogenic training at the forefront of psychological preparation for athletes before competitions [6]. According to her, it is not enough to prepare a shooter for firing during competitions; it is also necessary to prepare them for possible failure. It is no secret that after a missed shot, an athlete may fall into a state of frustration, leading to further deterioration in overall performance. Therefore, the athlete must be preemptively trained in autogenic self-training to minimize the consequences of frustration. Nikitenko states that self-regulation should become a daily routine in an athlete's preparation for competitions, involving independent work on their willpower and emotional state. Ideomotor training has shown high effectiveness, supported by ample evidence, but mastering its techniques requires proper execution and prolonged self-preparation efforts. Techniques that influence the psyche through the first signaling system—physical and breathing exercises, walks, and classical music—are also popular [6].
S.E. Golovushkina assigns significant importance to the psychological preparation of athletes for practical shooting competitions [7]. She suggests the following methods for correcting the athlete's psychological state: teaching goal-setting under variable conditions (positive psychological mindset based on self-regulation and affirmations); training objectivity in aligning competition tasks with personal capabilities (individual approach); training in adequately responding to criticism (benefiting from it); training athletes' right to make mistakes (self-regulation and individual approach); training calm perception of external factors (willpower training); training self-motivation techniques (setting step-by-step goals). Psychological work with athletes is primarily conducted through individual and group discussions. These methods are implemented during breaks between physical training exercises [7].
G.D. Babushkin conducted a practical study comparing the psychological readiness of shooters with their shooting performance [8]. High shooting performance correlates with quick cognitive operations, the athletes'
ability to self-regulate, and a high level of resistance to interference. According to Babushkin, these qualities are professionally important for shooters, and developing them should be a primary focus during competition preparation. Babushkin proposes two sets of psychotechnical exercises to enhance the psychological preparation of shooters. The first set is cognitive, and the second is concentration-focused. The cognitive set includes developing positive thinking, goal management, emotional energy boosting, self-hypnosis, and self-suggestion. The concentration-focused set involves mastering controlled attention, concentration, attention switching, and focusing techniques; mastering mental imagery, mental training, and mental rehearsal of competitions, and creating a positive mindset [8]. Athletes trained using Babushkin's methods showed a significant increase in positive psychological indicators compared to the control group, excluding personal anxiety and individual nervous system properties. The entire experimental group demonstrated high performance in competitions [8].
V.V. Zhurba divides the psychological preparation of athletes for competitions into three stages: during training, during the competition, and the training camp (a mix of psychological work during both training and competition) [9]. For a psychologist to develop a strategy for influencing athlete preparation, they should consistently observe both shooting techniques and the athlete's reactions during preparation, as the latter determines their emotional readiness for competition. Zhurba's psychological support technology includes the following means: autogenic training, task-based shooting, stimulating and relaxing massages, breathing and physical exercises: intensive warm-up for apathy, and calm warm-up for pre-start anxiety in athletes [9]. According to Zhurba, psychological preparation should account for at least 10-15% of the total work with the athlete, increasing to 30% during training camps [9].
E.S. Bocharova highlights psychological consultations as a significant factor in psychological preparation [10]. In the initial consultation stage, sports motivation is formed, and psychodiagnostics of attention, willpower, stress resistance, and other individual personality traits of each athlete are conducted. During the advanced training stage, preventive discussions are held to relieve stress, tension, and fear. Athletes are taught self-diagnosis techniques to independently analyze their shooting technique, correcting errors after identifying them. During the established sports career stage, psychological preparation focuses on forecasting prospects and relationships with competitors, including within the team [10].
Conclusion
The psychological preparation of a shooter for competitions should not be underestimated. Its primary goal is to ensure high-performance levels under conditions of personal emotional tension during competitions. Although the act of shooting may appear simple from the outside, the athlete's internal state undergoes numerous stress factors, and managing these is a fundamental part of psychological preparation before competitions. The emotional load on athletes during competitions is so significant that shooting can be considered an activity performed under extreme conditions. Therefore, psychological preparation plans should be developed in greater detail, considering the individual psychological characteristics of each athlete. Comprehensive psychological preparation, which takes into account individual traits, allows for the stabilization of shooting techniques during competitions and reduces the negative impact of distracting factors on the athlete's emotional state and performance. References
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© Gontsarova D., 2024
УДК: 37
Yao Wei
Ph.d of Pedagogical Sciences, senior lecturer
Taizhou University Taizhou, China
GONG ZHENXIONG AND THE INTEGRATION OF TEACHING PHYSICS AND MUSIC IN HIGH SCHOOL
Аннотация
In the process of student learning, if the disciplines are too fragmented, it is usually difficult for students to understand how the various disciplines are connected. Learning knowledge that is not of practical significance in the short term will significantly reduce students' interest and make knowledge more abstract and difficult to understand. At this time, the advantages of interdisciplinary learning became apparent. This paper analyzes the development of the integration of physics and music disciplines in China at the end of the 20th century, summarizes the changes brought about by the integration of physics and music in teaching to middle school physics and middle school music, and affirms the positive impact of the integration of disciplines on modern education.
Ключевые слова
integration, physics, music, teaching, high school.
One of the characteristics of interdisciplinary teaching is to break the boundaries of disciplines, pay attention to the connection between this discipline and other disciplines, and pay attention to the cultivation of the knowledge of this discipline and the ability to solve other problems. In the textbooks of different disciplines, there are many contents that are connected to each other and can communicate with each other. Students can
