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Research on building a model of high-level male badminton athletes through biological, pedagogical and psychological values ​​- 2


Category

Number

Content

Page


Table

1.1

Main biochemical indicators to evaluate training session performance

14

1.2

Normal values ​​and fatigue thresholds of some biochemical indicators when LVĐ affects the athlete's body

14

1.3

The relationship between blood urea and hemoglobin with LVĐ

15

1.4

Biochemical index combination in comprehensive assessment of athletes' endurance capacity

15

1.5

High level athlete model

29

1.6

The Structure of the Elite Athlete Model - Different Development Paths Leading to the Elite Athlete Model

49

3.1

Interview results of characteristic factors suitable for the structure and characteristics of high-level badminton athletes (n = 11)

After 61

3.2

Interview results of characteristic factors in construction

Modeling high-level badminton athletes (n = 24)

63

3.3

Reliability of selection factors in building a model of high-level badminton athletes (n = 24)

64

3.4

Results of internal reliability testing of characteristic biological indicators

After 67

3.5

Results of reliability testing of characteristic biological indicators after variable removal

After 67

3.6

Results of internal reliability testing of the indicators

characteristic violation

After 68

3.7

Results of reliability testing of specific pedagogical indicators after variable removal

After 68

3.8

Results of internal reliability testing of psychological indicators

characteristic

After 68

3.9

Results of reliability testing of psychological indicators after variable removal

After 68

3.10

Results of 2 interviews (frequency distribution -$T1 Frequencies) on indicators, characteristic tests suitable for the structure

structure, characteristics of high-level CL athletes (n = 24)


After 68

3.11

Pairwise Wilconxon test results between 2 interviews

After 68

3.12

Correlation of biological indicators with competition performance of high-level badminton athletes (n = 8)

After 73

3.13

Correlation of indicators, pedagogical tests with competition performance of high-level badminton athletes (n = 8)

After 73

3.14

Correlation of indicators, psychological tests with performance

Competition results of senior badminton players (n = 8)

After 73

3.15

Correlations between selected biological characteristics in the construction of the Athlete Bridge model

high-grade feathers (n = 8)


After 73

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Research on building a model of high-level male badminton athletes through biological, pedagogical and psychological values ​​- 2

Number

Content

Page


Table

3.16

Correlation between indicators, characteristic tests

selected pedagogical staff in building a high-level badminton athlete model (n = 8)


After 73

3.17

Correlation between indicators, characteristic tests

selected psychology in building a model of high-level badminton athletes (n = 8 )


74

3.18

Define the purpose and evaluate biological characteristics indicators

After 84

3.19

Define goals and evaluate performance indicators

violation

After 84

3.20

Identify goals and evaluate psychological characteristics

After 84

3.21

List of names of athletes experimenting with the training model for high-level male Badminton athletes

94

3.22

First test results of biological indicators for

National male team athletes in the high-level athlete training model (n=8)


After 95

3.23

First test results of pedagogical indicators in

Training model for high-level male athletes (n=8)

After 95

3.24

First test results of psychological indicators in the training model of high-level male athletes (n=8)

96

3.25

Second test results of biological indicators in the training model of high-level male athletes (n=8)

After 96

3.26

Second test results of pedagogical indicators in

Training model for high-level male athletes (n=8)

After 96

3.27

Second test results of psychological indicators in the training model of high-level male athletes (n=8)

97

3.28

Third test results of biological indicators in the training model of high-level male athletes (n=8)

After 97

3.29

Third test results of pedagogical indicators in the training model of high-level male athletes (n=8)

After 97

3.30

Third test results of psychological indicators in the model

Training model for senior male athletes (n=8)

99

3.31

Summary of competition achievements of senior male badminton players

After 98

3.32

Results of internal competition rankings of senior male badminton players (n=8)

99

3.33

Comparison of 3 test results of male badminton players

high level through biological, pedagogical and psychological values

After 100

3.34

Model of Vietnamese high-level male badminton athletes through biological, pedagogical and psychological values

After 100

3.35

Interview results of evaluation levels of training model for high-level male CL athletes (n=24)

After 100

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Number

Content

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Table

3.36

Interview results to identify the HL stages of high-level badminton athletes in practice (n=10)

109

3.37

Interview results on levels of selection and training of Badminton athletes

111

3.38

Interview results to identify the subjects of the selection and training levels of Badminton athletes (n=11)

111

3.39

Interview results to determine age and time of selection and training of Badminton athletes (n=16)

After 113

3.40

Interview results for selection of specific biological indicators

represents athletes in the specialized stage

After 113

3.41

Results of determining biological indicators characteristic of athlete glands in the specialization stage

After 113

3.42

Interview results to select indicators and pedagogical tests specific to athletes in the specialization stage

After 113

3.43

Results of determining indicators, typical pedagogical tests

for athletes in the specialized stage

After 113

3.44

Interview results to select indicators and psychological tests specific to athletes in the specialization stage

After 113

3.45

Results of determining indicators and psychological tests specific to athletes in the specialization stage

After 113

3.46

Statistics of the number of athletes tested according to the training routes

Create a model for high-level badminton players

114

3.47

Test results and normal distribution of biological indicators of level 3 athletes (n = 20)

115

3.48

Test results and normal distribution of indicators, pedagogical tests of level 3 athletes (n = 20)

After 115

3.49

Test results and normal distribution of indicators

Number, psychological test of level 3 athletes (n = 20)

After 115

3.50

Test results and normal distribution of biological indicators of level 2 athletes (n = 16)

After 115

3.51

Test results and normal distribution of indicators, pedagogical tests of level 2 athletes (n = 16)

After 115

3.52

Test results and normal distribution of indicators and psychological tests of level 2 athletes (n = 16)

After 115

3.53

Classification standards according to each index, test in assessment

athlete selection price of level 3 athlete line

After 117

3.54

Scoreboard for each index and test in the athlete selection assessment of level 3 athletes

After 117

3.55

Classification criteria according to each index, test in athlete selection assessment of level 2 athlete line

After 117

3.56

Scoreboard for each indicator, test in assessment

athlete selection price of level 2 athlete route

After 117

3.57

Comprehensive classification criteria in athlete selection of level 2 and level 3 athletes

118

Category

Number

Content

Page


Table

3.58

Changes in indicators and tests in selected male level 3 badminton athletes after 1 year of training (n=20)

After 118

3.59

Changes in indicators and tests in the selection of male level 2 badminton athletes after 1 year of training

After 118

3.60

Comparison of the overall ranking results in level 3 athlete selection between the standards developed by the thesis and

standard of units (n = 20)


120

3.61

Comparison of the overall ranking results in level 2 athlete selection between the standards developed by the thesis and

standard of units (n = 16)


120

3.62

Predicted results of indicators, testing to select level 2 athletes after 1 year of training

After 123

3.63

Compare the difference between the predicted results of the indicators, the selection test for level 2 athletes and the athlete group

focus (defined athlete selection model)


After 123

3.64

Comparison of the number of level 3 athletes selected

124

3.65

Comparison of the number of level 2 athletes selected

125

3.66

Classification of TC standards for athletes of the foot-level 4 through indicators, biological, pedagogical and psychological tests

according to the training model of high-level male CL athletes


After 136

3.67

Selection of talented athletes - level 4 through indicators, biological, pedagogical and psychological tests

according to the training model of high-level male CL athletes (n=25)


After 136

3.68

Evaluation of results after 1 year of training for gifted athletes through indicators, biological, pedagogical and psychological tests according to the training model for high-level male CL athletes

(n=25)


After 136


Chart

3.1

Interview results of specific factors suitable for the structure and characteristics of high-level badminton athletes

61

3.2

Interview results on the characteristics of building a high-level badminton athlete model

63

3.3

Correlation chart between characteristic factors

65

3.4

Test results and normal distribution of biological indicators of level 3 athletes (n = 20)

After 115

3.5

Test results and normal distribution of indicators, pedagogical tests of level 3 athletes (n = 20)

After 115

3.6

Test results and normal distribution of indicators and psychological tests of level 3 athletes (n = 20)

After 115

3.7

Test results and normal distribution of indicators

Biometrics of Level 2 Athlete Lines (n = 16)

After 115

3.8

Test results and normal distribution of indicators, pedagogical tests of level 2 athletes (n = 16)

After 115

Category

Number

Content

Page


Chart

3.9

Test results and normal distribution of indicators and psychological tests of level 2 athletes (n = 16)

After 115

3.10

Dispersion level of results before and after TC gifted athletes of the athlete base line of biological characteristic indexes (n=25)


After 136

3.11

Growth rate before and after TC gifted athletes

of the athlete's foot line of biological characteristics (n=25)


After 136

3.12

Dispersion of results before and after TC athlete year 2

athlete's aptitude for the base of pedagogical characteristics indicators (n=25)


After 136

3.13

Growth rate before and after TC gifted athletes

of the athlete's line of the pedestal of the pedagogical characteristics index (n=25)


After 136

3.14

Dispersion of results before and after TC athletic training

Athlete model aptitude of psychological characteristics indexes (n=25)


After 136

3.15

Pre- and post-TC growth rate of gifted athletes of the athlete base model of psychological characteristics indexes

reason (n=25)


After 136


Diagram

1.1

High level athlete model

31

1.2

System of athlete training management organizations in Vietnam

41

1.3

Athlete training system and characteristics of athlete training stages

42

3.1

Factors determining the training of master level athletes

76

Category


INTRODUCTION

In our country, high-performance sports play an important role in the development of physical education and sports in general, improving human health and capacity, having a great effect in strengthening solidarity and friendship between nations and ethnic groups and contributing to enhancing the prestige and position of the country. High-performance sports (HSS) are training, education, practice and competition activities of coaches and athletes; in which, high achievements and sports records are considered cultural values, human strength and capacity. The Law amending and supplementing a number of articles of the Law on Physical Education and Sports (2018) clearly states: "HSS is a systematic sports training and competition activity of coaches and athletes to achieve sports achievements and records" [52].

TTTTC is the development and enhancement of the maximum potential of individuals and groups in terms of body shape, physiological functions, psychological qualities, physical qualities and techniques - tactics to achieve excellent competition results, through training, competition in a systematic and scientific manner. The characteristics of TTTTC are: high competition artistry, requiring athletes to undergo many years of strict training; strictly comply with competition rules and regulations; competition results are recognized by society; Athletes are representatives of organizations, countries or localities competing with clear purposes [8].

The ultimate goal of TTTTC is to reveal and exploit the maximum level of human physical potential expressed through their highest sports achievements. The main components of TTTTC are closely related to each other, including: selection (TC) of young sports talents, athlete training, sports competitions, conditions to ensure improved sports achievements... Among the above factors, athlete training is an important step in the multi-year training process. The process of training and fostering high-level athletes is a continuous scientific process, closely linked to the process of scientific training and scientific management according to the orientation of the characteristics of motor ability, psychology, as well as anatomical and physiological qualities, forming a comprehensive potential to achieve high achievements in that sport. Orientation characteristics


In the process of training high-level athletes, research is done for each subject of a specific sport and built into a high-level athlete model. [7]

The model of elite athletes or specifically the model of outstanding athletes' characteristics is the general characteristic of the structure of elite athletes' competitive ability. The competitive ability of athletes required to participate in professional competitions is made up of physical strength and body function (physical strength), skills, tactical ability, psychological ability, and intellectual ability. The structure of each athlete's competitive ability has different characteristics, but the structure of elite athletes' competitive ability has common characteristics. Building a model of elite athletes' characteristics can scientifically generalize and accurately describe these common characteristics, to provide a system of standards to determine training goals to improve competition ability; at the same time, it has the effect of orienting the talent training and basic training for young athletes. Building a competitive ability structure model of elite athletes is usually to collect a system of values ​​of certain numbers of indicators of elite athletes' competitive ability, to statistically process them into a quantitative or quantitative and qualitative structural model. With the continuous development of competition level, the competitive ability structure model of athletes must also be adjusted and supplemented. Each athlete refers to the competitive ability structure model, determines his/her training goals, arranges the training plan, needs to think about personal characteristics, and pay attention to maintaining and promoting personal ability advantages. [8]

In developed countries, athlete training is not only based on innate factors, genetics, talent, and not simply based on training factors, the hard work of athletes, but sports training must be a combination of advanced science, forming a technological process of training athletes. It is a scientific training process with a combination of many aspects, many solutions such as biomedicine (physiology, biochemistry, biomechanics, genetics, anatomy), engineering, psychology... in which the impact of science and technology on this field accounts for an increasingly high proportion. Therefore, applying the achievements of scientific subjects to the process of training, training, and training to improve sports performance is of great significance.


Badminton (Badminton) is a sport that was born and developed a long time ago in the world and has been included in the competition program at the Olympic Games, ASIAD and SEA Games. In recent years, badminton in Vietnam is one of the sports that has developed widely among the masses, playing an important role in improving health and solidarity for everyone to practice and compete. Along with the development of badminton in the direction of widespread development, the sports industry always pays attention to training a team of high-level badminton coaches and athletes to meet the training requirements of the TTTTC in domestic and international tournaments. In the Strategy for the Development of Vietnam's Sports to 2020, badminton is identified as one of the key sports that receive key investment. In the international arena, Vietnamese CL athletes have achieved certain successes and there have been athletes reaching world class level such as: Nguyen Tien Minh, Vu Thi Trang, Nguyen Thuy Linh, Duong Bao Duc, Thai Thi Hong Gam Nguyen Hoang Nam, Do Tuan Duc... Vietnam's CL competition achievements in recent years have achieved certain results at the SEA Games, Asian and world tournaments. [121]

The training of high-level male athletes in many sports in general and in CL in particular is carried out at national sports training centers and athlete training centers in localities. However, during the training and training process, coaches only evaluate training level (TĐTL) through specific pedagogical indicators (physical strength, technique - tactics, competition), and do not regularly evaluate through specific indicators of morphology, function, and psychology according to the high-level athlete model in a scientific manner. This leads to the results of training high-level male athletes in CL not achieving the desired results, not meeting the goal of being equal to the regional level; Evaluating the effectiveness of the training process and testing the physical fitness of high-level athletes only depends on professional ability and competition ability, and cannot evaluate the level of performance and level of athletes through the body's endurance in terms of biomedicine and psychology, thereby helping coaches make appropriate adjustments to improve performance during the training process.

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