PHYSICAL TRAINING IN HIGHER EDUCATION INSTITUTIONS AS A RESOURCE FOR THE FORMATION OF PROFESSIONAL RESILIENCE AND PSYCHOPHYSIOLOGICAL READINESS OF YOUTH

Abstract

Summary. The article analyzes contemporary scientific approaches to interpreting physical training in higher education institutions as an integrative educational resource for the formation of professional resilience and psychophysiological readiness of youth. It is established that, under conditions of transformation of the educational environment, physical training acquires functions beyond somatic development, contributing to the development of stress resistance, adaptive capacity, emotional-volitional regulation, and the ability to perform effectively under increased workloads.

The relationship between the level of physical fitness of students and indicators of their working capacity, psycho-emotional stability, and resistance to informational and social stress is identified. Structural components of psychophysiological readiness of youth-functional, psycho-emotional, motivational-value-based, and behavioral-activity-related-are distinguished, and the role of physical education tools in their formation is outlined.

The expediency of updating the content of physical training in higher education institutions is substantiated, taking into account professional orientation, individualization of physical loads, and the implementation of health-preserving technologies. Scientific perspectives on the impact of physical activity on cognitive performance and mental self-regulation of students are examined.

Traditional and innovative models of organizing physical training in higher education institutions are compared in terms of their resource potential for developing professionally significant personal qualities. A generalized conceptual framework for considering physical training as a factor in the formation of professional reliability is developed, and the logic of integrating physical culture and health-related activities into the system of professional training of students is designed.

Directions for modernizing the educational process aimed at strengthening the psychophysiological component of youth training are proposed. Theoretical provisions regarding the role of physical activity in ensuring long-term working capacity and psychological well-being are summarized. It is recommended to use physical training as a pedagogical tool for developing resistance to professional stressors and enhancing the adaptive capabilities of students. The study concludes that physical training in higher education institutions serves as a strategic resource for strengthening the psychophysiological potential of youth and increasing their readiness for effective professional self-realization.