Features of psychophysiological adaptation to studying at different modes of educational activity in 5-grade pupils

Some schools implement the so-called alternative mode of study alternating periods of study (5-6 weeks) and rest (1 week). The studies established a positive effect of such a regime in primary school. However, its effect on the adaptation of pupils to middle school is not sufficiently studied. Aim. The article deals with a comprehensive study of forming and realizing psychophysiological adaptation potential in children aged 11-12 years during their adaptation to the middle-school in the traditional and alternative mode of study. Materials and methods. 5-grade pupils from 2 different schools participated in the study: 49 pupils followed a traditional program, 41 - alternative. In pupils, we assessed neurodynamics, mental performance, heart rate variability, emotional status, social and psychological adaptation, coping strategies, and grades at the beginning and end of the academic year. Results. In 5-grade pupils studying in an alternative mode, a pronounced positive dynamics of the indicators was registered compared to the traditional model. This is especially attributed to the girls, teenagers with vagotony, and pupils with initially low psychophysiological characteristics. Conclusion. The mode of study with alternating periods of study and rest stimulates and contributes to the optimal realization of children’s psychophysiological adaptation potential when entering middle school. It also improves the insufficiently developed components of adaptation potential in 5-grade pupils with its initially low level.