Using methods of self-regulation of stressful states as a means of increasing psycho-emotional stability of high school pupils in the process of physical education

Abstract

The problem of increasing the psycho-emotional resilience of children and youth is one of the most pressing today, as almost every child in Ukraine faces increased stress in the context of war. The authors of the article interpret psycho-emotional resilience of high school pupils as an integrative quality of personality, the level of which is characterized by personal adaptive potential, which is manifested in the effectiveness of the individual, consistency and purposefulness of behavior in difficult emotionally stressful conditions. The purpose of the presented study is to theoretically substantiate the feasibility of creating and experimentally confirm the effectiveness of the author's program for improving the psycho-emotional stability of high school pupils using self-regulation methods in the process of physical education. The basis of the author's program for improving the psycho-emotional stability of high school pupils using self-regulation methods in the process of physical education is the World Health Organization definition of health as a state of complete physical, mental and social well-being; the conclusions of H. Selye research on the process of adaptation to the influence of stress; R. Lazarus on the close relationship between physical stress associated with exposure to a real physical stimulus and psychological (emotional) stress associated with a person's assessment of a future situation as threatening; M. Mantzios, & K.Giannou, which indicate that motivation, preferences and readiness for activity have a great influence on the achievement of results in the process of forming psycho-emotional resilience, mechanisms of self-regulation and the peculiarities of their manifestation in human behavior, as well as the knowledge and experience of the program developers and the results of research obtained at the ascertaining stage of the experiment. The author's program of improving psycho-emotional resilience of high school pupils by methods of self-regulation in the process of physical education includes the most common methods of self-regulation: physical exercises (including yoga, tai chi and qigong); self-massage; acupressure and kinesiological techniques; breathing exercises; relaxation and concentration exercises; meditation; expressive therapy, in particular dance- movement therapy. The effectiveness of the author's program for improving the psycho-emotional stability of senior pupils using self-regulation methods in the process of physical education has been confirmed experimentally