PEDAGOGICAL CONDITIONS OF FORMATION OF SPORTS MOTIVATION AT THE INITIAL STAGE OF LONG-TERM TRAINING OF ATHLETES ENGAGED IN CROSSFIT

Abstract

The article deals with the pedagogical conditions of formation of sports motivation at the initial stage of long-term training of athletes engaged in crossfit. Particular attention is paid to the study of the factors that determine the level of motivation of beginners, among which the key role is played by coaching, since the coach is not only a mentor in the technical and physical aspects of training, but also an important source of emotional support and the formation of a positive attitude to the training process. In addition, the peculiarities of the educational and training process are decisive, which should be adapted to the age and physical capabilities of novice athletes, as well as include various forms of work that help to increase the level of motivation.

The importance of the main motivational mechanisms is revealed, including intrinsic motivation, which is based on enjoyment of the training process itself, achievement of personal results and the desire for self-development, and extrinsic motivation, which is associated with social and material incentives, such as recognition, achievement of high sports results and participation in competitions.

Additionally, the role of popularization of achievements in the field of crossfit is considered, which can motivate beginners by familiarizing them with successful examples of other athletes, demonstrating the prospects of this sport and creating a positive image of the training process.

The article emphasizes the importance of the active role of the coach in the formation of sports motivation, which is realized through a personalized approach, taking into account the personal interests of athletes and creating conditions for their self-development. It is determined that an effective coach not only teaches the technique of exercises, but also plays the role of a mentor who can inspire, support and stimulate the achievement of new results. The authors emphasize that a properly organized pedagogical environment contributes not only to increasing the effectiveness of the training process, but also to the formation of long-term motivation for sports, which is a key factor in the process of long-term training of athletes.