Features of cognitive errors and self-regulation styles of athletes of the Olympic reserve school

This article examines the relationship between cognitive errors and self-regulation styles among athletes of the Olympic Reserve School (SSHOR). The authors emphasize that in modern sports, where athletes' physical fitness is often at a comparable level, psychological stability and cognitive abilities play a crucial role in achieving high results. The aim of the study was to identify the features of cognitive distortions and self-regulation inherent in SSHOR athletes. The study was conducted at the Vimpel Sports School in Kaluga, and 38 athletes aged 8 to 18 years old, representing various sports, took part in it. To assess cognitive errors, D. Broadbent's questionnaires (adapted by A.Y. Girinskaya) and a questionnaire developed by A.Y. Girinskaya for studying cognitive errors in sports were used. The style of self-regulation of behavior was assessed using V.I. Morosanova's questionnaire "SSPM 2020". The data obtained were subjected to statistical analysis, including Spearman's correlation analysis. The results showed that most athletes demonstrate a sufficient level of cognitive training, in particular, a low level of errors in attention, memory and actions, as well as a high level of self-regulation, especially in aspects such as goal planning, modeling, action programming, flexibility, reliability and perseverance. However, a group of athletes has been identified who have difficulty concentrating, organizing actions, and reflecting. Correlation analysis allowed us to establish the relationship between certain cognitive errors and styles of self-regulation. For example, situationality was positively correlated with errors in attention, memory, and actions, while awareness was negatively correlated. Programming actions was negatively correlated with memory errors, and evaluating results was positively correlated with attention errors. A negative correlation was found between flexibility and the overall rate of cognitive errors in sports. The authors emphasize that understanding the nature of cognitive errors and self-regulation styles allows us to develop effective strategies for psychological training of athletes aimed at improving concentration, decision-making in stressful situations and improving the overall effectiveness of sports activities. The results of the study can be used by coaches and sports psychologists to individualize the training process and provide targeted assistance to athletes in need of correction of cognitive and regulatory processes.