THE PHENOMENON OF GENDER HYPERMOTIVATION IN SPORTS ACTIVITIES OF CADETS OF MILITARY EDUCATIONAL INSTITUTIONS

Abstract

The presented publication implements a comprehensive theoretical and empirical discourse on the specifics of the phenomenon of gender hypermotivation in the context of sports training for cadets at higher military educational institutions (HMEIs). The relevance of the chosen issue is dictated by the objective need to improve the paradigm of physical and psychological tempering of future border guard officers amidst contemporary military challenges, where stress resistance is critical. It is proven that hypermotivation – as a state of excessive, unbalanced drive towards maximum sports achievements – is characterized by an ambivalent impact: ranging from a temporary increase in performance to profound emotional burnout and the depletion of an individual’s personal resources. The central aim of the scientific study was to identify gender-role differences in the formation of this phenomenon and its impact on professional adaptation. An empirical study conducted with the involvement of future military psychologists (using the Sport Motivation Scale SMS-6 and V. Tropnikov’s methodology) revealed polar mechanisms for the emergence of super-efforts. It was found that for male cadets, extreme sports motivation primarily serves as a tool for social dominance, self-presentation, and the maintenance of hegemonic masculinity in a hierarchical environment. In contrast, for female cadets, it performs a pronounced compensatory function, acting as a means of unconditional professional legitimization and overcoming the «imposter syndrome» amidst the gender stereotypes of the military society. The correlation between the level of uncontrolled sports ambitions and academic performance indicators was investigated. The presence of a strong inverse relationship was verified: excessive involvement in setting records leads to intellectual inflexibility, a narrowing of the empathetic background, and a deterioration in the results of professional disciplines. At the same time, cadets who adhere to the «golden mean» strategy and the rational distribution of energy successfully implement the resource reinvestment effect, receiving an average of 15–20% higher academic scores. The urgent expediency of implementing gender-sensitive methods of psychological support for the educational and training process is substantiated. This will help neutralize the destructive consequences of uncontrolled hypermotivation, shifting the focus from formally achieving record indicators to preserving the vital resource and ensuring the sustainable professional growth of future officers.