PHYSICAL EDUCATION AS A COMPONENT OF STRESS PREVENTION AND HEALTH PRESERVATION AMONG STUDENT YOUTH

The article highlights the theoretical foundations of utilizing physical education as an effective tool for stress prevention and the preservation of students’ psychophysical health within the context of modern higher education. The relevance of the topic stems from the increasing levels of psycho-emotional tension among students, driven by the high intensity of academic demands, the instability of the social environment, information overload, and the lack of effective mechanisms for psychological self-regulation. These factors significantly impact students’ functional states, reduce stress resilience, disrupt emotional balance, and contribute to the risk of chronic psychosomatic disorders. The study presents an interdisciplinary analysis of scientific literature in the fields of psychology, pedagogy, and physical education to substantiate the role of physical activity as a vital resource in counteracting the negative effects of stress. The psychophysiological mechanisms underlying the influence of physical exercise on the nervous, endocrine, and cardiovascular systems are explored, along with their significance for emotional stabilization, improved cognitive functioning, sleep normalization, and enhanced overall vitality. Special attention is given to pedagogical conditions that support the health-preserving potential of physical education. The article emphasizes the value of incorporating breathing techniques, muscle relaxation, stretching, elements of yoga, teamwork, and game-based activities into the educational process. These approaches help alleviate emotional tension and foster a positive socio-psychological climate within student groups. Practical recommendations for physical education instructors are provided, focusing on tailoring activities to students’ individual psychophysical characteristics, creating a motivational environment, and offering emotional support. The article argues that physical education should be regarded not merely as a means of developing motor skills, but as an essential tool for psycho-emotional prevention. Its thoughtful integration into the educational environment contributes to the development of a health-preserving culture among students. The findings hold practical significance for the modernization of physical education programs in higher education and the establishment of effective systems to support students’ psychophysiological well-being.