psychological readiness

The aim of the study consists in the theoretical substantiation of the psychological preparation of basketball players before important matches and the identification of the most effective methods of regulating the psycho-emotional state of athletes. Research methods: theoretical analysis and generalisation of scientific and methodological literature. Research results. Analysis of scientific sources and practice of training basketball teams allows us to state that responsible matches are accompanied by significant psycho-emotional stress. It can be associated with the importance of the result, the level of the opponent, the expectations of the coach, partners and fans, as well as with previous experience of victories or defeats. One of the most common psychological states before a responsible game is pre-start anxiety. Its excessive level can negatively affect the accuracy of throws, speed of decision-making, coordination of movements and the ability to act in accordance with the tactical plan. At the same time, moderate mental stress can have a positive meaning, as it helps to mobilize forces, increase the activity and concentration of the athlete. An important result of the study is the statement that the psychological readiness of a basketball player is formed in the following main areas: the formation of self-confidence, the development of concentration, the use of breathing exercises and muscle relaxation, the use of mental rehearsal (imitation of competitive moments), the formation of team psychological readiness, the importance of the coach’s activities. Conclusions. Psychological preparation is an important component of the overall preparation of basketball players and directly affects the stability of their competitive activity. Before important matches, athletes may experience increased anxiety, emotional tension, lack of self-confidence, decreased concentration, and fear of making mistakes. The optimal mental state of a basketball player before the game involves a sufficient level of mobilization, emotional balance, self-confidence, concentration, and readiness for team interaction. The most effective methods of psychological preparation are breathing exercises, muscle relaxation, positive self-suggestion, mental rehearsal, modeling competitive situations, individual methods of preparing for the match, and team guidelines. Psychological preparation should be carried out systematically throughout the entire training process. Conducting it only on the eve of a critical match does not provide a sufficient level of psychological readiness.

This study aims to provide an in-depth analysis of the impact of mathematics textbooks on learning obstacles and student performance in the topic of systems of linear inequalities in two variables. Employing a qualitative interpretative approach with a hermeneutic phenomenological design, the research examines mathematics textbooks from the Merdeka Curriculum used in Indonesian secondary schools and involves 80 student participants, 20 of whom were interviewed in depth. The analysis focuses on identifying potential learning obstacles embedded in the textbooks, which are then validated through diagnostic assessments and student interviews. The findings identify three main types of learning obstacles: epistemological, ontogenic, and didactical. Epistemological obstacles arise from students’ difficulties in transforming algebraic representations into graphical forms and understanding the intersection of solution sets. Ontogenic obstacles are related to students’ psychological readiness, mastery of prerequisite concepts, and technical skills. Meanwhile, didactical obstacles stem from textbook presentations that overemphasize procedures and examples, without providing sufficient space for conceptual exploration, solution validation, and reflection. Empirical data confirm that many students struggle to deeply understand and apply the concepts of systems of linear inequalities in two variables. This study underscores the importance of improving mathematics textbook design by integrating epistemic and systemic approaches, providing adequate scaffolding, and emphasizing validation and reflection. Collaborative efforts among curriculum developers, textbook authors, and educators are essential to ensure that textbooks truly support the development of students’ conceptual understanding and critical thinking skills.

این پژوهش با هدف ارائه تحلیلی عمیق از تأثیر کتاب‌های درسی ریاضی بر موانع یادگیری و عملکرد دانش‌آموزان در مبحث دستگاه نامعادلات خطی دو متغیره انجام شده‌است. با به‌کارگیری رویکرد کیفی تفسیری و طراحی پدیدارشناسی هرمنوتیکی، پژوهش به بررسی کتاب‌های درسی ریاضی مبتنی بر برنامه درسی Merdeka که در مدارس متوسطه اندونزی مورد استفاده قرار می‌گیرند، می‌پردازد و ۸۰ دانش‌آموز را دربر می‌گیرد که ۲۰ نفر از آن‌ها به‌صورت عمیق مصاحبه شده‌اند. تحلیل پژوهش بر شناسایی موانع بالقوه یادگیری موجود در کتاب‌های درسی متمرکز است که این موانع از طریق ارزیابی‌های تشخیصی و مصاحبه با دانش‌آموزان اعتبارسنجی می‌شوند. یافته‌ها سه نوع اصلی از موانع یادگیری را شناسایی می‌کنند: موانع معرفت‌شناختی، موانع آنتوژنتیک و موانع دیداکتیکی. موانع معرفت‌شناختی ناشی از دشواری دانش‌آموزان در تبدیل نمایش‌های جبری به اشکال نموداری و درک اشتراک مجموعه‌ جواب‌ها است. موانع آنتوژنتیک به آمادگی روان‌شناختی دانش‌آموزان، تسلط بر مفاهیم پیش‌نیاز و مهارت‌های فنی مربوط می‌شود. در همین حال، موانع دیداکتیکی از نحوه ارائه کتاب‌های درسی ناشی می‌شود که بر روی رویه‌ها و مثال‌ها بیش از حد تأکید دارند و فضای کافی برای کاوش مفهومی، اعتبارسنجی راه‌حل و تأمل فراهم نمی‌کنند. داده‌های تجربی تأیید می‌کنند که بسیاری از دانش‌آموزان در درک عمیق و به‌کارگیری مفاهیم دستگاه نامعادلات خطی دو متغیره با مشکل مواجه هستند. این پژوهش بر اهمیت بهبود طراحی کتاب‌های درسی ریاضی از طریق ادغام رویکردهای معرفتی و نظام‌مند، ارائه حمایت کافی و تأکید بر اعتبارسنجی و تأمل تأکید می‌کند. تلاش‌های مشترک میان تدوین‌کنندگان برنامه درسی، نویسندگان کتاب‌های درسی و معلمان برای اطمینان از اینکه کتاب‌های درسی واقعاً از توسعه درک مفهومی و مهارت‌های تفکر انتقادی دانش‌آموزان حمایت می‌کنند، ضروری است.