FEATURES OF STUDENTS’ ADAPTATION TO ACADEMIC AND PHYSICAL ACTIVITY: COMPREHENSIVE PHYSIOLOGICAL CONTROL

The relevance of the study is due to the high academic workload and reduced motor activity of students, leading to various disorders, including autonomic regulation. Existing approaches to individualization of physical education require comprehensive consideration of anatomical, morphological, functional and psycho-emotional characteristics of students, which determines the need for multifactorial physiological monitoring. In this regard, this article is aimed at studying the peculiarities of studentsʼ adaptation to combined academic and physical activity, taking into account body type and autonomic regulation. Our study used comprehensive physiological control, including the following methods: somatotyping, bioimpedance measurement, hemodynamic parameters assessment, questionnaires, pedagogical testing, cardiointervalography. The sample consisted of 159 students of 1–3 courses of GAOU at MGPU, of whom, taking into account the somatotype and type of autonomic regulation, six experimental groups were formed; statistical processing was performed in Statistica 12.0 (Shapiro – Wilk, Levene, Welch-test tests). As a result of a comprehensive study of students' adaptation to academic and physical activity, significant differences were revealed due to body type and autonomic regulation: mesomorphs demonstrate the best adaptation, characterized by higher endurance and rapid recovery; endomorphs have a reduced adaptive potential with delayed recovery and a predominance of sympathicotonia — while 44.8 % of them have unsatisfactory adaptation, and 10.3 % revealed a breakdown of regulatory mechanisms; Ectomorphs occupy an intermediate position, characterized by a rapid response to stress, but a long recovery, 73.6 % of the surveyed students experience tension or decompensation of regulatory systems, and the highest statistics were found in endomorphs with a predominance of the central regulatory circuit, which is associated with their reduced heart rate variability due to the dominance of central regulatory mechanisms. The materials presented in the article make it possible to substantiate the need for a personalized approach to physical education of students. The practical significance lies in the development of a set of preventive measures: monitoring of heart rate variability, including an indicator of the activity of regulatory systems, optimization of motor activity taking into account somatotype, correction of metabolic disorders, normalization of sleep and nutrition, the introduction of digital self-monitoring tools. This helps to increase adaptive reserves and reduce the negative impact of stressful factors of the educational environment.