MODELING THE PREVENTION OF EMOTIONAL BURNOUT AMONG YOUNG ATHLETES IN ACADEMIC ROWING
DOI:
https://doi.org/10.32782/spectrum/2025-4-12Keywords:
pedagogical model, emotional burnout, autonomous motivation, mental resilience, pedagogical support, socio-psychological supportAbstract
Training of young athletes in academic rowing is accompanied by high physical and psycho-emotional loads, which require the development of psychological resilience and systematic pedagogical support. At the stage of specialized basic training (12–16 years old), there is an increased risk of emotional exhaustion, decreased motivation, and loss of interest in sports activities. In academic rowing, which combines both individual and team actions, it is important to provide pedagogical conditions that promote emotional balance, intrinsic motivation, and a positive team climate. The need to create an integrated pedagogical model for the prevention of burnout is determined by the necessity to support the mental resilience and stable personal development of young athletes. The purpose of the study was to develop, experimentally test, and theoretically substantiate a pedagogical support model for the prevention of emotional burnout among young academic rowers, aimed at strengthening motivation and mental resilience. The methodological foundations of the study are based on a combination of humanistic approaches to education, self-determination theory, cognitive- behavioral strategies, and the concept of athletes’ mental resilience. Results. The study involved 20 young athletes (aged 12–16) divided into an experimental (n = 10) and a control (n = 10) group. After an eight-week implementation of the pedagogical support model, the experimental group demonstrated a decrease in emotional exhaustion from 3.2 to 2.8 points (p < 0.01), depersonalization from 2.5 to 2.2 (p < 0.05), and an increase in the sense of personal accomplishment from 3.8 to 4.1. At the same time, the level of autonomous motivation increased by 7.5% (p < 0.01), while introjected motivation decreased from 3.5 to 3.1 (p < 0.05). An inverse correlation was found between the increase in autonomous motivation and the decrease in emotional exhaustion (p ≈ –0.55; p < 0.05), confirming the effectiveness of the pedagogical intervention. The model also contributed to improving the socio-psychological climate in the team and increasing the perceived support from coaches and parents. Conclusions. The developed model can be adapted to various types of cyclic sports, taking into account the age and psychophysiological characteristics of athletes. It ensures the prevention of emotional burnout and supports the mental well-being of young rowers by integrating pedagogical, psychological, and social components.
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