Effect of different physical and sports specializations on psychophysiological status of students

Aim. The ability to choose a sport or physical activity is an important condition for increasing interest and forming a sustainable incentive for physical education. At the same time, the effect of different physical activities on the psychophysiological status of students is not well understood. The purpose of the article was to establish the psychophysiological status of girls when studying at the university and engaged in various sports in physical education (basketball, swimming, aerobics, traditional classes in general physical training). Materials and methods. The neurodynamic, cognitive and psychodynamic features of 1st to 4th year female students (n = 153) of the Novosibirsk State Technical University were studied. Various types of memory (mechanical, semantic, image), the speed of a simple visual-motor reaction, concentration of attention, mental performance, and balance of nervous processes were evaluated using modern generally accepted methods. The psycho-emotional status of females was determined with the help of such indicators as anxiety, frustration, inflexibility hostility, aggressiveness. Results. By the end of the 4th year, the integral level of psychophysiological status (ILPS) significantly improved only in female basketball players. In other students, an average ILPS did not change throughout the entire training. According to the results of the correlation analysis, a positive relationship was found between basketball and the level of the psychophysiological status. Aerobics classes resulted in a decrease in psycho-emotional status (increased anxiety and frustration) against the background of a stable psychophysiological potential. Conclusion. Basketball has the most favorable effect on the psychophysiological status of students in the framework of the physical education program.