A pedagogical strategy for building psychological resilience in student sportswomen

Abstract

Introduction. Rapid changes in the domestic sphere of higher physical education are associated with various stressful situations within the organizational-content and educational-upbringing processes, the negative effects of which require students to possess an increased level of psychological resilience. The absence of specially designed programs, methods, and technologies, adapted to the conditions and specifics of professional training, only complicates the process of adaptation in learning and success, including in their future profession. The article examines the experience of assessing, developing a psychological resilience map, and implementing a methodology for enhancing the psychological resilience of female student-athletes (by the example of a women’s volleyball team). Goal. The article aims to study the rationale for the efficacy of the designed methodology aimed at cultivating personal psychological resilience and resilience in team interactions among female student-athletes, utilizing modern means, methods, and pedagogical technologies within specialized and supplementary educational frameworks. Materials and methods. The research is grounded in an analysis of specialized pedagogical and psychological literature and the results of a conducted formative psycho-pedagogical assessment of female students. These elements enabled the development and will facilitate the implementation, in 2025, of author’s methodology for fostering psychological resilience in female student-athletes. The methodology will be introduced into the system of professional specialized training for physical culture personnel and the training process of the university women’s volleyball team. Results and discussion. Primary testing results confirmed the assumption of a low level of psychological resilience among female students. A psychological resilience map for female studentathletes was developed, consisting of personal, emotional, cognitive, and social blocks, which formed the basis of a methodology and technology for enhancing psychological resilience, taking into account the specific roles (amplua) of female student-athletes. The methodology for developing psychological resilience in female student-athletes has been implemented into the educational and training process. The implementation results indicate a significant decrease in anxiety levels and an increase in self-esteem, emotional and mental stability, and communication skills among female studentathletes. Conclusion. The research has proven the effectiveness of the proposed pedagogical approach for fostering psychological resilience in female student-athletes. The findings demonstrate its high pedagogical potential.