The impact of blended learning in physical education on emotional processes and stress resistance of higher education students

Physical education in higher education institutions, despite its effectiveness and high potential, still does not fully address its designated objectives. The aim of this article is to identify the features and changes in emotional processes and the ability of young men to resist stress during blended learning in physical education. The study involved 100 young men, aged 17.6±0.5 years at the beginning of the research, all of whom were classified as part of the primary medical group and provided written consent for participation. Empirical data were collected using psychodiagnostic testing methods, which included questionnaires commonly used in psychological and physical education research. These data allowed for the assessment of the students' stress resistance and emotional states. These characteristics were evaluated in the same participants throughout their entire period of higher education, with the exception of the first year when testing was conducted twice: at the beginning (October) and the end (May-June) of the academic year. The longitudinal pedagogical experiment revealed annual patterns and trends in changes in well-being, activity, mood, and personal anxiety. A key finding was the variation in these indicators each academic year. A notable trend during the first year was a shift from deterioration to improvement, with the best results observed in the third year, followed by a decline during the fourth year. Stress resistance remained at an average level throughout the study. Additionally, significant discrepancies between the minimum and maximum values of each indicator were observed. The findings underscore the importance of considering these results when developing physical education programs for higher education students.