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INTEGRATION OF PHYSICAL ACTIVITY INTO THE EDUCATIONAL PROCESS TO ENHANCE STRESS RESILIENCE

Health the Preserving Technologies , UDC: 378 DOI: 10.24412/2076-9091-2026-262-182-193

Authors

  • Hama Mohammed Salih Bilal Russian Federation Belgorod

Annotation

Academic stress remains a significant issue in higher education, where students are exposed to high academic demands and constant adaptation to new requirements. The aim of this study was to theoretically justify and experimentally evaluate the effectiveness of integrating systematic physical activity into the educational process as a means of reducing stress levels among university students. The study involved 60 second-year students from the University of Halabja (Kurdistan, Iraq), who were divided into control and experimental groups of 30 participants each. Over a three-month period, the experimental group additionally participated in an integrated physical activity program (270 minutes per week) that included aerobic exercises, team sports, and relaxation techniques. Stress levels were assessed using the Perceived Stress Scale (PSS-10), the Beck Depression Inventory (BDI), and the MMPI psychasthenia scale. After the intervention, the experimental group demonstrated a statistically significant reduction in stress-related indicators (p < 0.001), while no substantial changes were observed in the control group. Effect sizes ranged from d = 0.92 to d = 1.12, indicating a large practical impact. The findings support the effectiveness of systematically incorporating physical activity into the educational environment as a strategy for enhancing students’ stress resilience.
Tags:
academic stress , Higher education , integrated physical activity , physical activity , psycho-emotional state , stress prevention , student stress resilience

How to link insert

Hama, M. B. (2026). INTEGRATION OF PHYSICAL ACTIVITY INTO THE EDUCATIONAL PROCESS TO ENHANCE STRESS RESILIENCE Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 2 (62), 182. https://doi.org/10.24412/2076-9091-2026-262-182-193
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