Journal articles on the topic 'Emotionally-volitional regulation'

 The article presents a theoretical analysis of patterns of emotionally-volitional regulation of human activities. Reveals a combination of strong will with a certain level of emotion and personality skills to organize their mental activity and send it. Relationship emotional and volitional aspects of the regulation of human activities. Found property of the individual, which determines the efficacy of thinking, feeling and activity undertaken practical actions and deeds.

The problem of determining the psychological indicators indicating the competence or problems of police officers in the sphere of emotional volitional self-regulation is relevant in light of solving problems of compliance of professionally significant psychological personal qualities of police officers to the requirements of activity. Psychological indicators are markers that allow you to identify the zone of risk and determine the area of development of psychological resources of personality to ensure the effective and reliable functioning of the subject of labor. We see the solution to the problem in the identification of indicators of police officers’ competence in the sphere of emotional volitional self-regulation and the definition of critical markers, acting as predictors for corrective action. The study sample consisted of police officers who were divided into two groups according to the values of the indicators of neuropsychic adaptation: the adapted (n = 76) and the maladapted (n = 34). The data were collected using the psychodiagnostics method and the method of mathematical-statistical data processing. The results of the study allowed us to identify reliably significant markers of competence in the sphere of emotional volitional self-regulation, as well as critical markers that allow predicting the risks of neuropsychic maladaptation of employees. The study established reliable differences in the personality profile of the respondents of the two groups, which indicates the personal determinants that determine the ability to constructively resolve emotionally difficult situations. The practical significance of the results of the study consists in the possibility of preventive identification of police officers in need of corrective action in order to develop their abilities to emotional volitional selfregulation.

Introduction. The article covers the issue of professional selection and determination of the set of qualities that should be possessed by the specialists of “person – machines” field, in particular, workers of locomotive brigades. The issue of assessing the professional suitability of operators of locomotives in Russia was raised in the late XIX century by railway engineers-administrators. However, the study of professionally important qualities of the members of the locomotive crews proves to be relevant today. The practical importance of corresponding research is related to ensuring the safety of trains movement. Materials and Methods. The study incorporated a combination of methods: literature analysis, testing (methods for diagnostics of level of personal risk readiness “PSK” R. Schubert, test “A study of volitional self-regulation” A. V. Zverkova, E. V. Eydman, methodology for perceptual assessment of stress), the survey (questionnaire). Spearman rank correlation method was used for statistical analysis of empirical data. Results. The article describes the results of empirical research of peculiarities of professionally important qualities of locomotive brigade workers. In particular, the authors introduce the data of diagnostics of volitional self-regulation and stress resistance of locomotive drivers and assistant drivers, and also results of measuring their risk tolerance, considered as an anti-PVK. It was revealed that the majority of the tested workers of locomotive brigades demonstrate low and medium levels of personal readiness to take risks, they are not inclined to act rashly and randomly. The majority of drivers and their assistants have a high level of volitional self-regulation development, i.e., they are emotionally mature, active, independent and self-reliant. Three quarters of the surveyed workers from the locomotive crews demonstrated a high level of perseverance and an overwhelming majority showed highly developed self-control. More than a half of the sample turned out to be representatives of the B type stress, i. e., stress-resistant people. However, more than a third of the members of locomotive crews tend to exhibit A type stress. They showed manifestations of aggressiveness, impatience, and intolerance to stress. The article contains the analysis of the survey of the locomotive staff members concerning the qualities required for the representatives of their profession. Most frequent feedback among the responses was about volitional traits expressing attitude to work and to other people. The survey revealed the particular importance of fostering some psychological qualities of the locomotive drivers and their assistants: patience, attentiveness, responsibility, determination, self-confidence, vigilance, diligence. Correlation analysis of empirical data using Spearman’s rank correlation determined the presence of statistically significant connection of volitional self-regulation and self-control with the types of stress resistance. There is an average force feedback between the indicated qualities of workers of locomotive brigades. The data of correlation analysis and test logic, used to measure stress resistance, suggest that higher level of volitional self-regulation development and self-control as its component inevitably boost better stress resistance of locomotive crew members. Discussion and Conclusion. Efficiency of professional activities of locomotive brigade members of a depot can be bettered by means of training exercises, carried out by a specialist of psychological profile, involving locomotive drivers and their assistants. The exercises should be targeted at the development of volitional self-regulation, and its element self-control, thus contributing to stress resistance improvement.

BACKGROUND: This study is the first stage in an attempt to identify sequential pathogenetic mechanisms of development of deviant behavior including complicated relationships between the physiological, psychophysiological, psychological and social levels of development of the individual. AIM: Determination of risk factors for the development of deviant behavior with consideration to the mental health group. MATERIALS AND METHODS: The object of study of risk factors for the development of deviant behavior was students of state universities of Arkhangelsk and patients of psychiatric hospitals of St. Petersburg. The study was conducted from April 2022 to September 2023. A total of 80 individuals were examined (mean age 24.2 ± 2.4), who were further divided into groups: group 1 involved practically healthy respondents with favorable prognostic signs (n = 22); group 2 included individuals with certain signs of disorders in sociopsychological adaptation (n = 38); group 3 – individuals with mental illness and deviant behavior (n = 20). As part of the study, automated ‘Choice’ methodology was used to study sociopsychological and psychophysiological characteristics. To identify factors influencing the development of deviance, principal components factor analysis was used with Quart Imax rotation. RESULTS: In group 1, 3 factors were identified, which explained 62% of dispersion. The first factor (33% dispersion) having the highest factor weight, can be characterized as ‘Neuropsychic stability and adaptation’ reflecting peculiarities of emotional-volitional regulation. Reduction of emotional-volitional regulation in the group of ‘healthy’ individuals is interrelated with certain manifestations of neuropsychic instability. The second factor (17% dispersion), by its psychological content can be interpreted as ‘Neurodynamic balance of emotions’. The third factor, which explains 12% of dispersion, can be interpreted as ‘Psychosocial risk of deviant behavior’. Of all the parameters analyzed in the dynamics of the development of risk of deviant behavior in groups 1 and 2, the most stable was ‘Neurodynamic balance of emotions’ factor reflecting psychophysiological, emotionally significant response to stimulus. In group 3, also 3 factors were identified describing 68% of all dispersions. The first factor explaining 33% of dispersion, included parameters that characterize unstable mood, risk-taking and aggressive deviant forms of behavior, conventionally designated ‘Psychosocial risk of deviant behavior’. The second factor ‘Psychomotor activity’, which explains 19% of dispersion, included parameters showing misalignment of regulatory processes and subordination of external response to internal demands. On the third position is the factor conventionally designated as ‘Neurodynamic balance of emotions’, which explains 16% of the total dispersion. In group 2, no clearly identified factors were obtained. CONCLUSION: The development of deviant behavior and associated sociopsychological maladaptation includes all pathogenetic factors of deviant behavior. In group 1, ‘healthy’ group, decrease in emotional-volitional regulation is interrelated with separate manifestations of neuropsychic instability. In group 2, despite a small weight of the factors, a complex interaction of physiological and psychological mechanisms of regulation of vital activity, is traced. In group3, the level of emotional-volitional behavioral regulation is closely linked with the expression of deviant forms of behavior. Weakening of emotional-volitional regulation leads to disinhibition of unconscious emotional-impulsive pathogenetic response mechanism directed to uncontrolled satisfaction of demands and drives.

The article addresses to an empirical study of the dynamics of psycho-emotional states and self-regulation of students and graduates of higher educational institutions during the first 4 months of the introduction of martial law in Ukraine in the context of studying the possibilities of strengthening psycho-emotional health. The research proved that the psycho-emotional state and indicators of self-regulation significantly worsened among student youth. The results of anxiety diagnostics showed that the dynamics of indicators of high and very high level among the respondents under study is increasing. The dynamics of indicators of a low level of anxiety decreases in the direction of an increase of a high level. A comparative analysis of the experiences of the studied students proved that anxiety and frustration, excitement and anxiety, tension and irritation, aggression, etc., were typical for the interviewees. Students pointed out the subjection to feelings, tendency to mood lability, fatigue, deterioration of sleep quality, disorders of the gastrointestinal tract, cardiovascular and nervous systems, exacerbation of chronic diseases, occurrence of depressive states. Scientific novelty. The conducted research made it possible to reveal the peculiarities of the psycho-emotional health of students and the dynamics of emotional states and components of self-regulation during the 2-19 weeks of the introduction of martial law in Ukraine. Conclusions. The results of the study showed that the events currently taking place in Ukraine have a psychologically traumatic effect on every Ukrainian. This especially affects students of mature juvenile age. The necessity of developing ways and means of providing psychological assistance and personal support is proven to be important, also as conducting mental and emotionally volitional self-regulation training for students in order to improve general well-being and strengthen psycho-emotional health as a personal resource. Key words: psycho-emotional health, anxiety, worry, self-regulation, emotional stability, students of higher education.

ASD teachers require skills that go beyond the realm of most educators including professional competences and high moral qualities.
 In the work theoretical approaches and experimental research on the problem of subjective personality readiness of correctional teachers in the education of ASD children are carried out. The psychological investigation has been conducted including measurement of psychological indices of 40 teachers of ASD children from the boarding school "Trust" and 40 teachers from mainstream schools of Lviv city aged from 28 to 59 years. The following methods are used: "Questionnaire for the measurement of tolerance" (Magun, Zhamkochyan, Magura, 2000); "Shein’s Career Anchors" method aimed at studying the career orientations of the teachers (Shein, 2010); “Diagnostics of empathy level” (Viktor Boiko, 2001); method of study “Motivation professional activities” by Catelin Zamfir in a modification of Artur Rean (Bordovskaya, & Rean, 2001).
 Based on the provided studies a program for development of subject-personality readiness of the correctional teacher to work with ASD children is proposed. The program consists of the following components: motivational component (professional competence, self-development, self-determination, self-control); cognitive component (intellectual personality autonomy, self-identification, stability, challenge, integration of lifestyles); emotionally-volitional component (empathy, positive attitude toward a child, intellectual analysis of emotions, self-regulation).

Child custody decisions are among the most difficult is one of the most difficult for judges to make. The possibility of child abuse allegations or parents’ deviant/psychopathologic behaviours within this context, make the decision further complicated. Based on jurisprudence the listening of children opinion is a way to protect their best interest. In fact children have the right to express an opinion in all matters affecting their life. It should be given proper consideration to children opinion according with his/her age and maturity. Nonetheless custody disputes are emotionally draining issues. Asking the child to express an opinion during a public hearing, most likely in the presence of both parents, its not recommended because this is a potential stressful experience. Child interviews should take place in a proper environment and be set to their age. Medicine and Psychology have an important role in assessing children cognitive, emotional and volitional abilities, which is essential to properly account their opinions according to autonomy degree. This essay analyses the contribution of medico-legal and/or psychological exams to respect the autonomy of the child in cases of regulation of parental responsibilities. The conclusion is the need to establish a symbiotic relationship between the medical and legal perspectives of the (open) concept of child’s best interests.

The article substantiates that board games are a means of ensuring an organic transition from the social role of a pre-schooler to a new one – that of a primary school student. It is actualized that the educa-tional potential of board games in science is still under-researched both at the theoretical, practical, and methodi-cal levels. The educational potential of board games for children of senior preschool and primary school age is defined as a complex of essential characteristics (goals, motives, con-tent, means, techniques, results, integration) of forming a harmoniously developed personality of a preschool and primary school student in a purposeful educational pro-cess. It is noted that the selection of content for games should be in accordance with the general didactic criteria, requirements, and principles of preschool and primary education, aimed at implementing the basics of science, their holistic reflection in an available game printing form for children aged 5–10. The following characteristics of board games for chil-dren are substantiated: they are based on interactive players’ interaction (an internal volitional mechanism formation for self-regulation in the game process); they are an emotionally rich, dynamic, cultural, and leisure social practice (game as a leading activity, game as a significant form, game as a social function); an integrated didactic tool aimed at implementing the State Standard of Pre-school’s and Primary School’s Education content; a holis-tic resource for cognitive mental processes’ development (thinking, speech, memory, imagination, perception, atten-tion, etc.). The following groups of board games for chil-dren aged 5–10 years are systematized and analysed: for logical and mathematical development and education of sensory culture; creative imagination and creativity devel-opment; intellectual and emotional sphere development; cognitive mental processes development (thinking, speech, memory, attention, imagination); single-subject oriented and integrated, etc. It is summarized that board games for children of sen-ior preschool and primary school age have a long socio-historical development character; they are sustainable organic cultural leisure form; can be the subject of positive and negative socio-economic, worldview and ideological reflection of topics, events, actions, ideas; the emotional and volitional sphere formation tool of preschool and primary education through the culture of game behaviour adoption with printing sets, etc.

The paper theoretically analyzes the modern research by Ukrainian and foreign scientists, which provide analyzes of the main requirements for the personality of a military reconnaissance specialist and his professional activities. The main stress factors affecting scouts in high-risk conditions and their significant psychological qualities which are factors of high efficiency and effectiveness in performing combat tasks are identified. The main psychological requirements for the level of development of the cognitive, emotional-volitional and behavioral fields of a scout are determined, taking into account the specifics of the professional activity. It is specified what professional qualities a scout should have and their psychological profile is outlined. The predominant functional states that may occur during combat missions assignment at different stages of training are identified. It is stated that the stress resistance of a scout is a attainment of a specialist, which ensures his optimal functioning in emotionally difficult conditions with minimal consequences for his psychophysiological health, taking into account the influence of occupational stress factors in combat. The necessity and possible stages of preventive formation of a high level of stress resistance of scouts in order toincrease their resistance to traumatic factors are substantiated. Perspective ways of formation of high-level of stress-resistance in reconnaissance units personnel, maintenance of maximum combat effectiveness of each scout and motivation for professional activity are revealed. The proposed view on the specifics of the professional activities of a scout allows to prepare a highly qualified specialist with a sufficient level of resistance to stress and a high ability to self-improvement, self-control and self-regulation.

The vulnerability of at-risk adolescents is manifested in the lack of formation of resilience qualities (positive system of value orientations, adequate assessment of the risk situation, determination, independence, volitional self-regulation, etc.), which together form an integral personal formation that ensures the readiness of adolescents to cope with life's difficulties without harm to physical and mental health. Resilience qualities can be nurtured by involving at-risk adolescents in emotionally intense, collective, interesting for them and beneficial to others, socially significant volunteer activities. Purpose: to develop a model for nurturing resilience in at-risk adolescents in volunteer activities. Research methods: theoretical analysis of scientific sources on the studied issue, comparative data analysis, generalization, modeling. Results. The model of fostering the resilience of adolescents at risk in volunteer activities includes interconnected blocks: methodological (approaches and principles on the basis of which the content is developed and the process of educating resilience is implemented); target (formulation of the purpose and the list of tasks); content (represented by an additional general development program for fostering the resilience of adolescents at risk in volunteer activities, including pedagogical support for adolescents at all stages of volunteer activities (preparation for volunteer functions performance, volunteer teams formation, volunteer projects development and implementation, results analysis), which actualizes the manifestation and purposeful fostering of resilience qualities in adolescents); activity (methods, forms and pedagogical technologies for fostering resilience in at-risk adolescents); result (assessment of the effectiveness of fostering resilience in at-risk adolescents); resource (methodological support for fostering resilience in at-risk adolescents in volunteer activities, cooperation of organizations working with adolescents at risk with municipal authorities developing municipal programs with a list of volunteer events and interacting with participants in the volunteer movement with the aim of adolescents participating in city volunteer activities and their acquisition of positive social experience).

The problem of categorical structure of teachers’ professional consciousness is examined in the article. The concept of categorical structure of teachers’ professional consciousness is described and its model has been worked out. The problem of teachers’ professional consciousness and its structure has been revealed. The following components of the development of professional consciousness have been introduced: cognitive (it is the process of the reflection of professionally pedagogical realities and cognition of profession by a teacher, awareness of himself in the profession and development of professional qualities necessary for realization of his professionally pedagogical activity), emotionally volitional (represents the relation of the subject to teacher’s professional activity, to himself as a specialist or to certain professionally meaningful qualities of his personality and the activity concerning his needs and motives); motivational valued (it is adjusting of the conduct and activity of a teacher in accordance with pedagogical norms, determining the possibility of self-regulation of his conduct, ability to accept independent decisions, to manage and control his conduct), communicative (represents the typical method of his attitude toward other people in social life and in the end to himself, serves as the major indicator of internal prosperity of teacher’s personality and safety of the educational environment for all subjects of social interaction; psychological (it is the manner of communication and co-operation of subjects of the educational process and features of their communicative moral and ethical conduct), self-relation (positive attitude toward other people, to himself, self-esteem, self-interest, confidence in himself, self-understanding), innovative reflection (awareness of the contradiction in professional activity, control of the process of construction and verification of innovations, introspection, self-control). These are basic components which influence the development of categorical structure of teachers’ professional consciousness which are acute for modern higher school.

The article presents a theoretical and empirical study of the psychological determinants of interpersonal trust in adolescents. The relevance of the study is due to the complexity and ambiguity of the processes of socialization of youth in modern society, which is characterized by rapid changes, information overload, high levels of uncertainty and psychological pressure. In the face of such challenges, the study of individual strategies for coping with stress becomes particularly important, particularly during adolescence, when basic character traits are formed, the foundations of future interpersonal relationships are laid, and mechanisms of self-regulation and self-support are developed. The aim of the article is to identify the psychological determinants of interpersonal trust in adolescents. The theoretical part of the work analyzes modern approaches to defining the concept of "coping behavior", the classification of coping strategies (problem-oriented, emotional-oriented, maladaptive, etc.), and also reveals the essence of interpersonal trust as a psychological construct that affects the nature of social interaction, emotional comfort, and personal stability. Empirical research has shown that individuals with a high level of interpersonal trust are more likely to use adaptive coping strategies: constructive thinking, seeking support, planning actions, and positive reappraisal of situations. In contrast, young men with low levels of interpersonal trust are prone to problem avoidance, emotional isolation, self-blame, and passive acceptance. The results suggest that interpersonal trust is an important predictor of effective adaptation to stressful influences and plays a key role in the formation of constructive coping behavior. The presence of stable, emotionally supportive interpersonal relationships increases the internal resources of the individual, contributes to the development of self-confidence and the formation of a positive self-concept. At the same time, a lack of trust, emotional closure, and a tendency toward social isolation significantly complicate self-regulation processes, reduce psychological resilience, and can lead to the development of anxiety or depression.. The psychological determinants of interpersonal trust in adolescents are determined by a combination of individual characteristics of the emotional-volitional sphere, the level of self-regulation, self-esteem, as well as dominant coping strategies. According to the results of the study, the development of interpersonal trust is facilitated by the presence of constructive coping strategies, such as positive reappraisal, problem-solving planning, and seeking social support. Individuals with high levels of interpersonal trust demonstrate a higher ability for emotional self-regulation, openness in communication, and greater confidence in themselves and their surroundings. At the same time, young people with low levels of trust tend to have a predominance of unique or maladaptive coping strategies, which indicates the need for psychological support and the development of emotional intelligence.

Введение. Проведенный анализ показал, что процесс саморегуляции у младших школьников недостаточно сформирован, и проблема состоит в создании и проведении соответствующих формирующих программ. Цель работы: составить и провести формирующую программу управления процессом саморегуляции у младших школьников. Материалы и методы. Исследование проведено в средней общеобразовательной школе № 154 г. Челябинска в три этапа (подготовительный, диагностико-формирующий, аналитический). Использованы эмпирические (констатирующий и формирующий эксперименты, внешнее наблюдение, тестирование) и статистико-математические методы (вычисление Т-критерия Вилкоксона) и две методики: «Метод наблюдения для оценки волевых качеств» А.И. Высоцкого, «Диагностика уровня школьной тревожности» Б.Н. Филлипса. Результаты. На основании анализа процесса саморегуляции у младших школьников составлена формирующая программа, её реализация позволила выявить особенности формирования способностей младших школьников овладевать собой и своим поведением. Обсуждение. Реализация программы управления процессом саморегуляции у младших школьников влияет на формирование способностей овладевать своим поведением на основе интеллектуальных, разумных действий (саморегуляция в интеллектуальный деятельности); эмоционально реагировать на ситуации социально-приемлемым образом (эмоциональная саморегуляция), а также управлять своими действиями и поведением в различных ситуациях (волевая саморегуляция). Отдельно взятые аспекты саморегуляции изучены отечественными и зарубежными авторами, новизна же представляемых изысканий состоит в осуществлении системного и комплексного подходов в совокупности. Заключение. Проведенный анализ процесса саморегуляции у младших школьников выявил потребность в составлении и реализации формирующей программы по управлению процессом саморегуляции детей. В ходе составления и реализации такой программы необходимо учитывать особенности формирования способностей младших школьников овладевать собой и своим поведением, и только на этой основе составлять соответствующие психолого-педагогические рекомендации. Introduction. The analysis showed that the young schoolchildren’s self-regulation process is not sufficiently formed, and the problem is to create and conduct appropriate formative programs. The purpose of the research is to make and conduct a forming program for managing the process of self-regulation among junior schoolchildren. Materials and methods. The study was conducted in Chelyabinsk secondary school № 154 in three stages (preparatory, diagnostic-forming, analytical). Empirical (ascertaining and forming experiments, external observation, testing) and statistical-mathematical methods (calculation of the Wilcoxon T-test) and two methods of A.I. Vysotskij and B.N. Phillips were used: “The method of observation for the evaluation of strong-willed qualities” and “Diagnosis of the level of school anxiety”. Results. Based on the analysis of junior schoolchildren’s self-regulation process, the formative program has been compiled and its implementation made it possible to reveal the features of formation the younger schoolchildren’s abilities to master themselves and their behavior. Discussion. The realization of this program is influenced on the formation of abilities to master oneself and one’s behavior on the basis of intellectual, reasonable actions (self-regulation in intellectual activity); emotionally respond to the situations in a socially acceptable way (emotional self-regulation), and also manage actions and behavior in different situations (volitional self-regulation). Separately taken aspects of self-regulation are studied by native and foreign authors. The novelty of the research presented in the article is the implementation of systemic and integrated approaches in total. Conclusion. The analysis of junior schoolchildren’s self-regulation process is revealed the need for compiling and implementing a formative program for managing the process of children’s self-regulation. In the process of creating such a program, it is necessary to take into account the peculiarities of the formation of younger schoolchildren’s abilities to master themselves and their behavior and to make appropriate psychological and pedagogical recommendations only on this basis.

The author of the article reveals the problem of developing the emotional stability of future music art teachers in high school. It has been determined that the specified problem is relevant for the profession of a musician, which requires endurance both while learning musical pieces and when performing them in public. Analyzing the source base, the author defines the concept of "emotional stability" as a component of emotional intelligence, which is a personality quality, formed in conditions of extreme activities. It implements through emotional intellect of a personality and provides a person's ability to succeed, withstand significant intellectual, volitional and emotional stress, and at the same time to maintain the state of psychophysical balance. According to V. Dryndin's research, the following factors determine the state of a musician's stiffness: lack of a performer’s mental mobilization skills; insufficient formation for public performances; the influence of high personal anxiety and, as a consequence, reduced emotional stability; uncertainty if the performance program is memorized by heart well enough; the effect of a fixed reflex to the inevitable fright before the performance and its negative impact on performance; targeting of the internal attitude at self-esteem of one's own personality instead of performing a piece in the required manner; lack of self-regulation skills (the presence of shyness, inability to manage one’s own emotional state); awareness of manifestation of negative emotions (hand tremors, palpitations, sweating, sluggishness or tension of a performer’s apparatus, etc.). That is why, development of self-control will help to regulate the mental state of a musician and create a musical image under the control of his or her consciousness. Also in the process of training a vocalist for public performance it is important to learn the language of emotions and the ability to be emotionally expressive in speech and singing. Emotions in singing affect the density and brightness of voice timber, vocal position, resonance, nuance and kind of singing vibrato, semantic intonation, activity of articulatory organs and the way of sound production. Therefore, each emotional state of a performer is embodied in the unity of a complex of acoustic features and effective expressiveness. Thus, the professional becoming of a future musician in the process of vocal training is impossible without the engaging of emotional sphere and developing a high level of emotional stability, since emotional experiences while performing musical pieces affect the psychophysiological state of a musician.

<strong>The article</strong> <strong>purpose</strong> is to find ways improving psychological condition of sprint athletes who are trained in children sports schools. The article <strong>methodology</strong> consists of presentation results of theoretical research on the study of modern scientific features of psychological training of the athlete&rsquo;s personality. <strong>Scientific novelty</strong>. The results are developed experimentally substantiated special &laquo;methods of mental training&raquo; mainly for athletes who did this sport accordingly to specifics for training in children&rsquo;s sports schools. Diagnosis of athletes&rsquo; qualities was carried out before and after the introduction of a special &laquo;methods of mental training&raquo;. Psychological training of sprinters was carried out for nine months for 30 minutes. Methods of mental training of athletes-sprinters consisted of the following means: autogenic training, ideomotor training, mental rehearsals, mental imatotraining, psychotraining of volitional attention. <strong>Conclusions.</strong> The use of different content options for autogenic training and self-regulation gave the opportunity to achieve high results for athletes with different properties of the nervous system and temperament. And for people with a strong nervous system, low-anxiety, emotionally unexcitable in competitive conditions the greatest mobilization and stimulation techniques has an effect. For the weak nervous system, highly anxious and emotionally excitable the greatest options of self-confidence, algorithmization have a positive effect (programming) of their sports activities. It is determined that one of pre-start condition of athletes there is the level of volitional qualities development and is relevant in view of maintenance pre-start athletes&rsquo; psychological state at the appropriate level.