Abstract
Aim. The aim of this article is to identify the peculiarities of psychophysiological adaptation to educational and physical loads during physical education classes in pupils aged 11–16 years having different types of vegetative regulation of the cardio-vascular system. Materials and Methods. We examined the pupils of 5–7 grades (25 male pupils) and 8–10 grades (27 male pupils) studying at school № 90 located in Togliatti, who formed the experimental group. Using the same methods, we also examined the same number of male pupils of the same age studying at school №5 located in Togliatti to form the control group. We used heart rate variability diagnostics performed with the help of Varycard 2.51 computer appliance. For the diagnostics of memory and attention of pupils we used a computer modifying of psychophysiological indexes registration based on recognition of determined stimulus signs among neutral signs (Kreplin’s method, Correction test). To evaluate cognitive functions and information processing speed we used the method of time registration (in seconds) of simple sensorimotor reaction to color and geometrical stimuli. Results. We established a correlation between TAR and psychophysiological cognitive characteristics, determined their dynamics under the influence of typologically oriented physical stress, and revealed its correction and advancing effects on psychophysical abilities of pupils. The results obtained improve the understanding of integrative mechanisms of psychophysiological adaptation in boys within critical ontogeny periods (prepubertal, pubertal stages) and extend application of physiological “typing” of the regulative systems to optimize physical education of pupils in secondary and high school. Conclusion. The data obtained show the improvement of physical and psychophysical adaptive capacities of pupils under the influence of physical education classes based on their Types of Autonomic Regulation (AR) of the Cardiovascular System (CVS).
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