Peculiarities of psychophysiological adaptation of students to conditions of enforced selfisolation during distance learning
Objective of the study was to determine the influence of the academic day in terms of distance learning during selfisolation on the psychophysiological state of students attributed to the preparatory health group. Methods and structure of the study. Sampled for the study were the 1styear students (1719 years old) studying at the Faculty of Humanities and Social Sciences at People's Friendship University of Russia, majoring in "Philosophy" and "Sociology". The students were split into 2 groups: Group I boys (37 subjects) and Group II girls (46 subjects). The study was conducted at the beginning of the academic year in the autumn and spring periods, that is, under the stressful impact the enforced selfisolation. The girls' cardiovascular system functionality was assessed by measuring the main hemodynamic parameters at rest (heart rate per minute (HR), blood pressure (BP) using the auscultatory method according to N.S. Korotkov) and by recording an electrocardiogram in the second standard lead at rest and in orthostasis. Hypoxichypercapnic tolerance was evaluated based on the results of the Stange's and Genchi's tests. The anxiety level was determined using C.D. Spielberger StateTrait Anxiety Inventory tests, Y.L. Khanin Anxiety Scale, V.A. Doskin Wellbeing, Activity, Mood Scale. H. Eysenck Personality Inventory was applied to test selfassessment of mental conditions. Physical working capacity was determined using the Ruffier test. The academic distance physical education classes were organized in view of the students' medical indicators, which implied the division of students into the study groups: basic, preparatory, and special. The classes for the students from the preparatory health group were conducted using videos and presentation materials prepared by the Department of Physical Education and Sports for posting on the MS TEAMS platform. Semester class attendance was mandatory. Results and conclusion. The study enabled to identify a "critical period" in mastering the university curriculum: the initial period of adaptation, as a response to new learning conditions for students and the proposed curricular and extracurricular workload in a nonstandard format.