Pedagogical conditions for the development of self-regulation and sustainable motivation for sports activities among adolescents based on a person-oriented approach and mentoring technology

Abstract

The article presents a comprehensive analysis of pedagogical conditions ensuring the development of conscious self-regulation and sustainable motivation for sports activities among adolescents in the situation of a characteristic pubertal shift towards autonomy and reduced effectiveness of directive coaching influences. The integration of a person-oriented approach and mentoring technology as a form of non-directive support is considered, translating external requirements of sports training into internal meanings and tools for managing one's own activity. The 2021-2023 study involved 142 athletes aged 13-16 (team sports and martial arts), divided into experimental and control groups; in the experimental group, a support model was implemented with individual conversations, reflective sessions, joint goal-setting according to SMART, and training in planning techniques, modeling conditions, programming actions, and correcting results. Diagnostics included assessment of the regulatory profile, types of sports motivation, anxiety, and expert indicators of emotional stability and confidence; statistical criteria of differences and correlation analysis were applied. A pronounced positive dynamics of self-regulation was recorded in the experimental group (e.g., planning 4.28→6.94; overall level 23.44→34.82 with insignificant changes in the control), accompanied by a qualitative restructuring of the motivational structure: a 60,57% decrease in amotivation and 32,37% in external regulation, with an increase in identified regulation by 36,77% and intrinsic motivation for knowledge and accomplishment by 47,33% and 38,55%, respectively. A statistically reliable decrease in reactive anxiety (48.34→36.12), an increase in emotional stability (4.23→7.89), and confidence (5.12→8.45) were noted. The correlation pattern confirms the systemic nature of the effects: the overall level of self-regulation is associated with sports results (r=0.745), intrinsic motivation – with results (r=0.715) and inversely with anxiety (r=-0.612), while the development of modeling is associated with a decrease in situational stress (r=-0.587). The article's materials allow evaluating the relevance of mentoring practices for modernizing the training of sports reserves and improving coaches' qualifications in forming adolescents' agency, reflection, and psychological resilience.