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The purpose is to examine correlations between the coach's personal and professional qualities and junior athletes with different levels of self-efficacy (n=103). Methods: correlation and cluster analyses, valid psycho-diagnostic methods, coefficients for establishing statistical significance. Results. Self-efficacy was studied as a factor of successfulness in sporting activities and an indispensable component of professional training for junior athletes. The meaning of \"subject activity\" (SA) and \"interpersonal communication\" (IC) as components of junior athletes' self-efficacy was examined. A statistically significant correlation (p<.05; p<.01) of the coach's qualities and SA (t = -11.905; p=.000) and IC (t = -2.222; p=.040) was established. There were statistically significant differences in manifestation of self-efficacy of the junior athletes in Group 1 and Group 2 by scale SA (t = -11.905; p=.000); Group I and Group II by scale IC (t = -2.222, p=040). The research shows that athletes' evaluation of the coach's personal and professional qualities is an important factor in the formation of self-efficacy both in the area of \"subject activity\" and in the area \"interpersonal communication\". Junior athletes with a high level of self-efficacy by the criterion SA (Group 1) and IC (Group I) evaluate the coach's personal and professional qualities at a high level by the following parameters: the gnostic parameter (M!=5.78±.66; M2=5.00±.866); the emotional parameter (Mi=6.22±1.98; M2=7.33±.707); the behavioral parameter (Mi=6.56±l .59; M2=6.8±l .33). Junior athletes with a low level of self-efficacy by the criterion SA (Group 2) and IC (Group II) evaluated the coach's role in their success in the following way: the gnostic parameter (M!=3.64±.505; M2=4.27±.1.42); the emotional parameter (1^=5.22*1.37; M2=4.18±.603); the behavioral parameter (Mi=5.0±1.48; M2=4.64±.1.12). Pearson's (R) correlation analysis allowed finding that evaluation of the coach's professional qualities (R= 259; p<.01) and relationships between junior athletes and the coach (R=.178; p<.05) are important for the formation of self-efficacy related to sport qualification upgrading SA. The development of self-efficacy related to interpersonal communication IC depends on affection for the coach's personality (R=.301; p<.01) and real relationships between junior athletes and the coach (R=.261; p<.01). Conclusions. It is generalized that the understanding of the role of the coach's personal and professional qualities in increasing self-efficacy will contribute to better organization of sports pedagogical process, the development of skills in mutual constructive activity for achieving high sport results. Research on relationships \"coach-athletes\" is considered to be promising in the context of improving the coach's qualification and the formation of \"team self-efficacy\" in young athletes.

The purpose of the research is to find out empirically and theoretically substantiate the psychological causes of football players' fatigue. Methods. The ascertaining strategy of research and ranking of parameters has been applied. Valid and reliable psychodiagnostic methods have been used to measure parameters of professional maladjustment, self-assessment of psychophysiological state, differentiated assessment of performance, and the level of football players' emotional burnout. Results. It was found that the high level of football player's fatigue from the training-competitive cycle has been caused by a decrease in the efficiency of their psycho-functional systems: emotional changes (R=.92O); a decrease in general activity (R=.81O); a decrease in motivation to activity (R=.824); features of certain mental processes (R=.549); features of social interaction (R=.891). It has been shown that with a decrease in the indicators of the psychophysiological state, the feeling of fatigue increases: well-being (R=-.812); activity (R=-.84O). As well as in relation to motivational factors of the appearance of fatigue: interest in sports (R=-.869); willingness to perform tasks (R=-.816). A statistically reliable inverse relationship has been established between all indicators of the psychophysiological state and predictors of fatigue: monotony, oversaturation, stress. It has been empirically established and explained that the drop in the level of football players' performance, as a result of fatigue, can be caused by external negative influences: experiencing psycho-traumatic circumstances (R=.924); \"being cornered\" (R=.896); a desire to curtail professional activity: reduction of professional duties (R=.936); changes in team's psychological climate: personal alienation (R=.924); changes in the emotional sphere: anxiety and depression (R=.882); inadequate selective emotional response (R=.867); emotional moral disorientation (R=.9O4); expansion of the sphere of emotional economy (R=.918); emotional deficit (R=.87O); emotional alienation (R=.896). Discussion and conclusions. It has been summarized that football players with pronounced parameters of fatigue are much more often characterized by a deterioration in well-being, namely changes in the emotional sphere, a decrease in general activity and course of mental processes. At the same time, they are characterized by separate somatic vegetative disorders in sleep, peculiarities in social relations. In sports activities, they demonstrate reduced motivation and, accordingly, the lack of interest and motivation provokes a feeling of fatigue. It has been empirically found that the respondent football players with a pronounced feeling of fatigue demonstrate a high level of desire to stop their training and competition activities. These football players feel bored with monotonous, same-type activities and seek to change activity or diversify it.

The relevance of the issue is due to the importance of studying the psychological mechanisms and factors of personal self-development. The goal of this research was to identify factors of students' choice of self-improvement strategies: acquisition, rejection, transformation, and restriction, depending on the students’ agency levels. Our study involved students from several universities in Russia and Kazakhstan, with a total of 271 people aged 17 to 27, mostly female, with an average age of 19.5 (SD=1.5) years. As diagnostic tools, we developed an original technique, \"Square of self-improvement\" and also used M.A. Shchukina’s questionnaire, “Level of personal autonomy development.” The processing was performed with the φ* criterion (Fisher's angular transformation). As a result, it was found that students with high levels of agency prefer three strategies: acquisition, disposal, and transformation. Among students with low levels of agency, fewer participants choose the \"transformation\" strategy, whereas the number of students who prefer \"acquisition\" increases. The process depends on intrinsic value as an indicator of the agency. We have found that manifestations of the \"acquisition\" strategy vary between students with higher and lower agency levels, and these are qualitative differences. The study led us to the conclusion that the choice of self-improvement strategies is largely determined by the person’s level of agency, i.e., their capability to be the masters and shapers of their lives and their self-development. The results obtained can be used in professional training (to plan trajectories of individual self-development) and in psychological consultancy at universities.