Interaction in the Coach-child-parents System as a Means of

Improving the Indicators of the Estimated-performance Component

of Success in the Process of Sports Training

A. M. Danilova

and A. D. Voronin

Samara State Technical University, Samara, Russia

Keywords: Sports Pedagogy, Additional Education, Components of Success, Self-Esteem, Training, Educational

Programs, Self-Development.

Abstract: Based on the definition of the concept of “schoolchildren's success in the process of sports training”, the

author identified and proposed six components of success in the process of sports training: physiological,

cognitive, moral, technical-tactical, psychological and evaluatively effective. In general, these components

characterize the main directions in the formation of the success of schoolchildren in the process of sports

training. The article suggests that the concept of "schoolchildren's success in the process of sports training" is

integrative, including interrelated and correlated components. From the author's point of view, the evaluative-

resultant component is one of the most necessary to achieve success. The author proposes to improve the

indicators of this component through the trainer-child-parent interaction system, which consists in the

development and application of the educational program of interaction between the coach of the sports school

and the parents of the children involved in “Success of your child”. The article also presents the diagnostics

of the evaluative-effective component, which consists in testing schoolchildren by using the questionnaire of

V.V. Stolin. and Panteleeva I.R. Based on the results of the experimental work, the author made conclusions

about the need for a deeper introduction into the practice of interaction between parents and their children and

the coach.

1 INTRODUCTION

In the system of additional education, sports schools

of the Olympic reserve act as educational institutions

where children can show their abilities, their

character, and realize their self-esteem. That is, sports

activity is one of the main means of forming a child's

successful personality. In addition, sports have

always been the key to successful socialization. With

the correct structure of the process of sports training,

it can become a very effective means of forming

success.

The success of schoolchildren in the process of

sports training is understood as: “successfully formed

and continuously improving sportsmanship of a

student in the process of sports training, supported by

a positive-adequate self-esteem, accompanied by a

sufficient level of motivation and a positive emotional

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state, as well as an adequate social environment of the

student, which in aggregate presupposes achievement

trainees of a positive sports result” (Voronin, 2019).

Let's highlight the main components of the

success of schoolchildren-athletes:

1. Physiological;

2. Cognitive;

3. Technical and tactical;

4. Psychological;

5. Moral;

6. Evaluative and effective.

All of the above components in general terms

characterize the main directions in the formation of

the success of schoolchildren in the process of sports

training, which have independent characteristics:

technical, tactical, physical, psychological. Based on

the content of a certain component, the trainer-teacher

forms specific tasks aimed at improving the

schoolchild's sportsmanship and achieving success.

Danilova, A. and Voronin, A.

Interaction in the Coach-child-parents System as a Means of Improving the Indicators of the Estimated-performance Component of Success in the Process of Sports Training.

DOI: 10.5220/0010672400003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 593-601

ISBN: 978-989-758-597-5

593

From the point of view of a number of modern

teachers in schoolchildren "the formation of

personality depends, first of all, on the social

environment, on the influence of adults around the

child ..." (Busygina et al, 2016). In addition, a huge

number of researchers speaks about the relationship

between the success of teaching and evaluative actions

of teachers (coaches) and students: the motivation of a

student who does not cope with the tasks assigned to

him in the process of playing sports will be at a low

level, and his confidence in his forces. The coach-

teacher must also arouse and then maintain a cognitive

interest not only in the mastery of physical or technical

actions, but also in the entire process of sports training

in general. As a result of this, all contradictions

between the trainer-teacher and the students, caused

by the organization of the educational and training

process, will be eliminated. And the correct

organization of this process encourages athletes to

conscientiously perform tasks (Voronin, 2018).

It is also impossible not to say about one important

factor influencing the feeling of success in sports

activity, about the impact on the student of his family.

Thanks to the family, the most comfortable conditions

for the life and upbringing of the child are formed, and

the feeling of belonging to the family is very important

for the mental, intellectual, moral development of the

individual (Goryachev, 1998). Often, children become

less motivated precisely in those families in which

there are conflicts and serious disagreements, as a

result of which schoolchildren do not receive the

necessary support, which leads to a decrease in

motivation and the emergence of various kinds of

problems and, as a consequence, the impossibility of

full disclosure of their potential in sports activities

(Christensen, 2009). Moreover, based on the views of

modern educators and scientists, who assert the great

influence of the family on the success of

schoolchildren in the learning process (Brickman,

2007), it can be assumed that the family has the same

influence on the formation of success in the process of

sports training. The only prerequisite is the

involvement of the student's parents in his process of

sports training and the constant interaction of the

coach with them. But the coach also needs to attach

importance to the fact that schoolchildren's priorities

change with age: the authority of their peers among

them increases, and the opinion of parents, on the

contrary, may not be taken seriously.

It is obvious that parental involvement has an

impact not only on the athletic performance of

schoolchildren, but also on their sense of their own

success (Danilova, 2019). Parental expectations about

their children are of great importance (Shiryaev,

2018).

From the point of view of the author, it is necessary

to involve parents in sports activities in order to form

success in schoolchildren. But raising parenting

interest is not easy. A quantitative increase in

parenting meetings will not contribute to the planned

result. In addition, parents who constantly miss

planned parenting meetings also very rarely come to

other events, such as: competitions, sports events, etc.

However, it has been proven that the more parents

are interested in any kind of activity of their children

(study, sports, music, etc.), the more successful the

children themselves will be in this area. It follows

from this that the influence of the family of

schoolchildren on their success is of great importance.

Most parents are not interested in and do not want to

be involved in their child's sports activities, such as

educational activities. They show even less interest

when a student reaches adolescence, and taking into

account the low sports results, the involvement of

parents falls to almost zero.

The main tasks of a trainer-teacher in working with

parents are to increase the cohesion of the parental

team and increase the parents' interest in the child's

sports life. Today, these tasks are being simplified in

view of the development of information technology

and multimedia support. For example, it is possible to

organize interaction between parents and coaches

using various social networks (Voronin, 2020). With

a clear understanding by the parents of the

requirements and the training system in the sports

section, it will be easier for them to influence the child

in terms of his sports activities.

However, it should be said that interacting with the

family in order to support the child's desire to achieve

success will only make sense when the family itself

trusts the coach and has a positive attitude towards his

work, as well as to the whole sport in general.

2 METHODOLOGY

In order to form the success of all the schoolchildren

involved, taking into account the great role of the

family in this process, the authors worked with

parents. The developed program set the following

tasks:

 improving the pedagogical culture of parents;

 creating conditions for effective interaction

between the coach and the family;

 development of a universal, unified approach

to assessing and shaping the motivation of

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schoolchildren in the family and in the sports

section.

The above tasks were solved within the

framework of the developed program "Success of

your child" (table 1), which was adopted at the sports

school of the Olympic reserve - on the basis of which

a formative experiment was carried out.

The implementation of this program was carried

out in three stages: theoretical, practical, and final.

The theoretical stage included parenting meetings,

trainings for parents, individual conversations with

the parents of each child. The practical module

included: joint activities of children and parents,

parents visiting open lessons, joint viewing of

educational videos, extracurricular joint activities

with children. The main problem was to motivate

parents to active sports activities, in view of the fact

that most of them, as their children grew up, did not

particularly care about their sports activities. In

addition, a significant part of the parents did not show

much interest in sports in general.

The first module of the program - "Theoretical

information about the role of parents in the formation

of the child's success in the process of sports training"

- consisted of three sessions, which were conducted

not only jointly by the entire parental team, but also

individually with each parent of a schoolchild

engaged in the sports section. At the first lesson, held

in the form of a parent meeting, the parents were

described in detail the essence of the organization of

the educational and training process; the program

used by the coach, its differences from the traditional

process of sports training; pedagogical means used in

the process of sports training, aimed at the formation

of the success of schoolchildren, their specificity. All

parents who came to this lesson were given specific

examples of how the process of sports training in a

sports school will be organized. They also raised the

question of what parents need to pay attention to at

home in order to motivate the child to achieve success

and to form his cognitive interest in sports every day.

The second lesson for each parent and his child

was conducted individually. In the course of

individual conversations with parents and their

children, the role of the family in shaping the success

of schoolchildren in the process of sports training was

discussed. It paid special attention to the style of

relationships in a particular family, emphasized the

specifics of adolescence, difficulties arising from

certain misunderstandings between parents and their

children. In addition, the parents discussed the need

for a welcoming and friendly nurturing environment

for their children involved in sports, in which the

respective successes and failures will be properly

treated.

The third lesson with parents was in a training

format. A very significant topic was discussed at it -

"Helping a child to achieve success in sports." In this

lesson, parents whose children have achieved certain

results in sports activities shared with the rest of the

experience of how they helped and supported their

children on the way to achieving success. Also,

parents of teenagers were given brochures and

booklets with various advice from both parents of

outstanding athletes and from the coach: not to scold

a child for poor results in competitions; emphasize the

importance of playing sports in his life; support the

child in all his endeavors, even the most insignificant

and unrelated to sports activities; notice even his

insignificant successes, and not only focus on the

results of the competition; maintain confidence in the

child, and always advise him that even if he does not

always succeed, he himself does not become bad.

The second module of the program, practical -

"Joint training of parents and their children in the

educational and training process of sports training" -

was implemented in training sessions of adolescents,

with the active participation of their parents. The

latter were not only present, but also engaged in most

physical training classes for adolescent

schoolchildren, were actively involved in competitive

and extra-training activities. The training sessions,

which developed technical and tactical skills, were

conducted in the form of open lessons, which aroused

great parental interest. Through the joint efforts of the

coach and parents, trips to training camps in sports

camps, hiking trips, and various event events were

organized. Children went to the competitions, which

were held in other cities, not only accompanied by a

coach, but also by several more parents.

3 RESULTS

During joint sports training of a schoolchild and his

parents, the first develops a positive emotional

attitude, improves relationships in the family, sports

team, classroom, in the yard, which also greatly

affects the success of schoolchildren.

At the final stage, the results of the program were

analyzed, family relations were diagnosed, parents

were questioned, and further prospects for interaction

between parents and the coach were determined.

In addition to relationships in the trainer-child-

parents system, an equally important role in the

evaluative-effective component is assigned to such

indicators as self-control, reflection, self-esteem, etc.

Interaction in the Coach-child-parents System as a Means of Improving the Indicators of the Estimated-performance Component of Success

in the Process of Sports Training

595

Table 1: Content of the program of interaction between the sports school and the parents of the children involved in the

"Success of your child".

Theoretical stage

Recruitment of parents into a group for an educational and sports program. Diagnostics of family relations, analysis

of the educational work of coaches, analysis of the existing system of interaction between a sports school and parents.

Organization of classes with parents of schoolchildren, joint activities, work with a sports school. The theoretical stage

consists of three sessions.

№ The form of the lesson and its content

1 Parent-teacher meeting. Organization of the traditional process of sports training. Its differences from

the process used by the author. General information about the pedagogical means used in the process of sports

training.

2 Individual conversations with parents and their children. Family relationship style. Features of

adolescence. Methods and means of parental education for the formation of motivation to go in for sports, in

order to achieve success.

3 Training. The role of the family and the influence of family education on the formation of

schoolchildren's success in sports activities.

Practical stage

The practical stage lasted throughout the entire process of sports training remaining after the theoretical lessons. At

this stage, a joint activity was developed between the coach, children and their parents for the formation of success in the

process of sports training. At the practical stage

№ Direction of joint activities

1 Joint physical training sessions for parents and their children under the guidance of a coach

2 Open training for parents

3 Social media interaction

4 Training camp with the invitation of parents

5 Tourist hike by a sports team

6 Joint travel to competitions

7 Organization and conduct of competitions

8 Watching video with children's performances and joint analysis of mistakes

Final stage

Analysis of the results of the program, diagnostics of family relations, questioning of parents, determination of further

prospects for interaction between parents and coaches of a sports school, analysis of the influence of the family on the

formation of the success of schoolchildren.

To identify the indicators of the evaluative-

effective component, we applied the self-attitude

questionnaire test developed by V.V. Stolin and S.R.

Panteleev (Glukhanyuk, 2005). This test allows you

to determine three levels of self-attitude, divided by

the degree of generalization:

1. global self-attitude;

2. self-attitude, differentiated by autosympathy,

expectations of attitude towards oneself, self-interest

and self-esteem;

3. the level of specific actions (or readiness for

these actions) in relation to your “I”.

The results were determined according to the

following scales included in this test questionnaire:

1. Scale S (integral).

2. Scale I - self-esteem.

3. Scale II - autosympathy.

4. Scale III - expected attitudes from others.

5. Scale IV - self-interest.

In addition to the above five scales, the test

contains seven more scales that determine the severity

of the attitude towards any internal actions towards

the "I" of the subject.

1. Self-confidence.

2. Attitude of others.

3. Self-acceptance.

4. Self-consistency.

5. Self-blame.

6. Self-interest.

7. Self-understanding.

In our work, when determining the indicators of

the evaluative-effective component, both during the

ascertaining experiment (before the introduction of

the program for working with parents) and during the

formative one (after the implementation of the

program), we analyzed not only quantitative

indicators for each scale (what percentage

schoolchildren belongs to each category) (table 2),

but the average indicator for each scale among

schoolchildren in the control and experimental groups

was also determined (table 3).

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Table 2: Dynamics of quantitative indicators of the evaluative - effective component.

Indicator name Test group Stage name

Test results

More than

74%

(the sign is

pronounced)

50-74% (the

sign is

expressed)

Less than 50%

(the sign is not

expressed)

Global attitude

towards oneself

Control group The ascertaining stage 73% 17% 10%

Control stage 68% 23% 9%

Dynamics - 5% +6 % - 1%

Experimental

group

The ascertaining stage 57% 29% 14%

Control stage 71% 21% 8%

Dynamics + 14% - 8% - 6%

Self-esteem Control group The ascertaining stage 50% 17% 33%

Control stage 44% 29% 27%

Dynamics - 6% + 12 % - 6%

Experimental

group

The ascertaining stage 14% 72% 14%

Control stage 32% 55% 13%

Dynamics + 18% - 17% - 1%

Autosympathy Control group The ascertaining stage 33% 55% 12%

Control stage 35% 52% 13%

Dynamics + 2% - 3 % + 1%

Experimental

group

The ascertaining stage 21% 30% 49%

Control stage 27% 39% 34%

Dynamics + 6% + 9% - 15%

Expected attitudes of

others

Control group The ascertaining stage 4% 31% 65%

Control stage 6% 34% 60%

Dynamics + 2% + 3 % - 5%

Experimental

group

The ascertaining stage 2% 27% 71%

Control stage 6% 38% 56%

Dynamics + 4% + 11% - 15%

Self-interest Control group The ascertaining stage 28% 47% 25%

Control stage 21% 40% 39%

Dynamics - 7% - 7% + 14%

Experimental

group

The ascertaining stage 29% 42% 29%

Control stage 31% 48% 21%

Dynamics + 2% + 6% - 8%

Overconfidence Control group The ascertaining stage

18% 39% 43%

Control stage

18% 43% 39%

Dynamics

0% + 4% - 4%

Experimental

group

The ascertaining stage

5% 33% 62%

Control stage

13% 47% 40%

Dynamics

+ 8% + 14% - 22%

Interaction in the Coach-child-parents System as a Means of Improving the Indicators of the Estimated-performance Component of Success

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Table 2: Dynamics of quantitative indicators of the evaluative - effective component (cont.).

Indicator name Test group Stage name

Test results

More than 74%

(the sign is

pronounced)

50-74% (the

sign is

expressed)

Less than 50%

(the sign is not

expressed)

Attitude of others Control group The ascertaining stage

11% 37% 52%

Control stage

13% 37% 50%

Dynamics

+ 2% 0% - 2%

Experimental

group

The ascertaining stage

6% 38% 56%

Control stage

18% 32% 50%

Dynamics + 12% - 6% - 6%

Self-acceptance Control group The ascertaining stage

50% 27% 23%

Control stage

42% 32% 26%

Dynamics

- 8% + 5% + 3%

Experimental

group

The ascertaining stage

34% 39% 27%

Control stage

35% 46% 19%

Dynamics

+ 1% + 7% - 8%

Self-consistency Control group The ascertaining stage

51% 20% 29%

Control stage

47% 27% 26%

Dynamics

- 4% + 7% - 3%

Experimental

group

The ascertaining stage

52% 16% 32%

Control stage

58% 19% 23%

Dynamics

+ 6% + 3% - 9%

Self-blame Control group The ascertaining stage

27% 19% 54%

Control stage

31% 15% 54%

Dynamics

+ 4% - 4% 0%

Experimental

group

The ascertaining stage

17% 15% 68%

Control stage

13% 11% 76%

Dynamics

- 4% - 4% + 8%

Self-interest Control group The ascertaining stage

36% 31% 33%

Control stage

26% 32% 42%

Dynamics

- 10% + 1% + 9%

Experimental

group

The ascertaining stage

18% 36% 46%

Control stage

21% 42% 37%

Dynamics

+ 3% + 6% - 9%

Attitude of others Control group The ascertaining stage

50% 33% 17%

Control stage

47% 38% 15%

Dynamics

- 3% + 5% - 2%

Experimental

group

The ascertaining stage

43% 35% 22%

Control stage

55% 29% 16%

Dynamics

+ 12% - 6% - 6%

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Table 3. Dynamics of the average values of indicators of the evaluative - effective component.

Indicator name Comparison of indicators

Experimental

group (n = 62)

Control group (n = 62)

Global attitude towards oneself

(number of points in%)

The ascertaining stage

72,39% 80%

Control stage 76,48% 77,15%

Dynamics + 4,09% - 2,85%

Self-esteem (number of points in%) The ascertaining stage 71,18% 65,59%

Control stage 73,84% 63,91%

Dynamics + 2,66% - 1,68%

Autosympathy (number of points in%) The ascertaining stage 45,15% 66,13%

Control stage 60,29% 67,07%

Dynamics + 15,14% - 0,94%

Expected attitudes of others (points

in%)

The ascertaining stage 41,61% 42,26%

Control stage 49,11% 47,62%

Dynamics + 7,5% + 5,36%

Self-interest (number of points in%) The ascertaining stage 60% 78,28%

Control stage 77,93% 56,28%

Dynamics + 17,93% - 22%

Self-confidence (number of points in%) The ascertaining stage 53,08% 73,65%

Control stage 72,51% 76,68%

Dynamics + 19,43% + 3,03%

The ratio of others (number of points

in%)

The ascertaining stage 37,35% 40,32%

Control stage 47,14% 43,27%

Dynamics + 9,79% + 2,98%

Self-acceptance (number of points in%) The ascertaining stage 60,10% 82,15%

Control stage 68,77% 76,15%

Dynamics + 8,67% - 6%

Self-consistency (points in%) The ascertaining stage 67,94% 70,97%

Control stage 79,81% 70,57%

Dynamics + 11,87% - 0,4%

Self-blame (number of points in%) The ascertaining stage 54,63% 41,77%

Control stage 43,24% 46,38%

Dynamics - 11,39% + 4,61%

Self-interest (number of points in%) The ascertaining stage 50,37% 65,97%

Control stage 64,58% 59,38%

Dynamics + 14,21% - 6,59%

Self-understanding (number of points

in%)

The ascertaining stage 71,29% 80,76%

Control stage 85,90% 77,72%

Dynamics + 14,61% - 3,04%

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Using Fisher's criterion, the empirical value is

determined at the level Femp = 3.27 of the dynamics

of the indicators of the evaluative-effective

component in the experimental and control groups of

subjects, which is greater than the critical value of

Fisher's criterion for a significance level of 0.05:

F0.05 = 1.64. Consequently, the differences between

the states of the experimental and control groups are

95% significant.

4 DISCUSSION

Based on the results of the experimental work, a

number of changes in the evaluative-productive

component of the success of schoolchildren were

determined. The essence of these changes lies in the

dynamics of self-assessment, consisting of 12 scales.

Based on the results of experimental work on the

evaluative-effective component, the following results

were obtained:

- a global attitude towards oneself - in the

experimental group, the number of schoolchildren

with a pronounced manifestation of this sign “+ 14%”

increased and the number of those children in whom

such a sign manifests itself insufficiently often or

does not manifest itself at all; in the control group,

there is a decline in the number of schoolchildren with

a bright severity of this indicator "-5%" towards the

average severity;

- self-esteem - schoolchildren of the experimental

group on this basis showed an increase in their results

to the manifestation of a bright manifestation of "+

18%", and schoolchildren with a bright manifestation

of self-esteem from the control group, on the

contrary, decreased "-6%";

- autosympathy - according to this indicator, an

increase in the number of schoolchildren with a

pronounced severity is seen in both groups, but in the

control group this result is less "+ 2%" than in the

experimental group "+ 6%". In addition, in the

experimental group, there was an increase in the

number of schoolchildren in whom this feature did

not manifest itself at all to the number of those where

this feature was expressed in a sufficient level of "+

9%", in the control group, on the contrary, this

indicator decreased "-3%";

- the expected attitude of others - in this indicator

and in the control and experimental groups, there was

an increase in the number of schoolchildren from a

low value (the sign is not expressed) to higher (the

sign is expressed, the sign is pronounced) in general

by "+ 5%" and "+ 15% "Respectively;

- self-interest - schoolchildren from the

experimental group became more interested in

themselves, as a result, their level of self-attitude

towards themselves increased. In total, according to

this scale, in the experimental group there was an

increase from the mark "the sign is not expressed" to

higher results by 8%. In the control group, the picture

looks completely different - the number of

schoolchildren who are interested in themselves has

significantly decreased from high marks "the sign is

brightly expressed" and "the sign is expressed" to low

by 14%.

- self-confidence - 22% of schoolchildren in the

experimental group improved their results on this

indicator from low to higher marks ("+ 14%" - the

sign is pronounced, "+ 8%" - the sign is pronounced).

There were no significant changes in schoolchildren

in the control group;

- the attitude of others - in this indicator and in

both groups there was an increase in the number of

schoolchildren from a low value (the sign is not

expressed) to higher (the sign is pronounced, the sign

is pronounced), but the results of "+ 12%" of the

experimental group exceed the results of the control

"+2 %" on 10%;

- self-acceptance - from this indicator it becomes

visible both an increase in the results of

schoolchildren in the experimental group ("+ 7%" - a

sign is pronounced, "+ 1%" - a sign is pronounced),

and a decrease in the number of schoolchildren in the

control group who had a high level of self-acceptance

for the worse values "-8%";

- self-consistency - in the experimental group, the

number of schoolchildren who improved their results

on this indicator increased by 9%, while in the control

group, their peers, on the contrary, demonstrated a

decrease from the level of "the sign is pronounced" to

the level of "the sign is expressed" by 4% and the

increase in schoolchildren to the same level from the

level “the sign is not expressed by 3%;

- self-accusation - the number of schoolchildren in

the experimental group, in whom this symptom began

to manifest itself to a lesser extent, increased by 8%,

and in the control group, 4% of schoolchildren began

to condemn and accuse themselves even more often;

- self-interest - the number of schoolchildren who

began to show more interest in themselves increased

by 9% in the experimental group, and decreased by

10% in the control group;

- self-understanding - the number of

schoolchildren in the experimental group who

improved their results on this indicator increased by

12%, and in the control group, schoolchildren showed

a decrease from the level of "the sign is pronounced"

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to the level of "the sign is expressed" by 3% and the

increase of schoolchildren to the same level from the

level “The sign is not expressed by 2%.

5 CONCLUSIONS

Analyzing the above information, it should be said

about the need to deeper implement the practice of

interaction between parents and their children and the

coach. In this practice, in addition to researching

issues affecting the sports life of a teenage

schoolchild and improving his results, discuss social,

pedagogical, legal problems in the system of family

education and upbringing in the process of sports

training in the system of additional education

(discussions, group work, game techniques, social

projects, etc.); increasing parental literacy in

education (pedagogical and psychological forums

and workshops, consultations of specialists at the

request of parents, etc.).

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