Stylistic Manifestations of Cognitive Flexibility of Coaches and Special Features of Its Development in Professional Activities

The article is devoted to the problems of the development in coaches of cognitive flexibility as a spectrum of competitive personal and professional features that reflect intellectual readiness for professional communication in situations of intellectual activities of athletes in sports activities. The aim of the study is to identify pedagogical features of the development of cognitive flexibility in the professional activities of coaches in various kinds of sports. The study was conducted among 42 coaches of Sports and Training Centers "Sambo-70", "Chertanovo", СЫМгсп^ Youth Sports School "Solntsevo", Сenter of Hockey Skill (Moscow), СЫМгсп^ Youth Sports School, Sports and Education Center (Nalchik, Kabardino-Balkar Republic) during 2010-2017. Semantic constructs of the implementation of cognitive styles significant for sport have been described: verbalization / visualization; internal / external locus of control; convergence / divergence; field dependence / field-independence; impulsivity / reflectivity; fast / slow flow of time; adaptability / innovativeness; discursiveness / intuitiveness; analytic / synthetic nature; narrow / wide range of equivalence. The correlations of cognitive styles and types of thinking, indicators of coaches' competitive success and personal characteristics of their behavior and activities are revealed. It has been determined that the cognitive flexibility has a high applied value in coaches' professional activities; its main factors are a range of cognitive styles reflected in a wide range of professional abilities and intuitiveness of mental activities in sports in its updated structure. The design of the development of cognitive flexibility relies on the independent and joint implementation of cognitive styles selectively and connectedly based on identified positive and negative correlations. Taking into account the probabilistic development of a positive relationship between manifestations of dominance as opposed to a constructive leadership position; the individual's aiming at an incomparably high rate of achievement in spite of individual rates of development in sports and the desire for higher results against the background of emotional burnout will cause the inclusion of methods of self-development of style flexibility and reduce the risks of maladaptation of the current coach in the profession. The initiation of the mastered style is determined by the coach's professional behavior in the situation of choice when this choice demonstrates the necessary active concentration of the quality. The expected result of cognitive flexibility development in the retrospective of becoming a coach as a professional is that attributes of effective professional behavior become features of personality.

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