Effectiveness of author's development in improving the physical capabilities of girls during studies at a higher education institution

Improving the effectiveness of university physical education involves creating a personalized educational trajectory for each student. In this regard, the issue of personalizing forms, means, and load parameters based on the students’ stable genetically determined characteristics becomes relevant. Objective. To determine the peculiarities of manifestation and changes in the physical capabilities of girls when using an author’s development in physical education at a higher education institution. Research Methods. The study involved 79 girls aged 17.2±0.8 years with thoracic and muscular somatotypes, who began their university studies at the start of the research and were randomly assigned to experimental and control groups. To diagnose somatotype, a modified Shtefko-Ostrovsky method was used. The necessary data were obtained using widely recognized motor tests. These tests allowed for the assessment of the development of speed and speed-strength qualities, flexibility, muscle strength, various types of coordination, strength endurance, and aerobic endurance. The parameters of these motor qualities were determined in the study groups of girls based on test results at the beginning (September) and the end (May-June) of the academic year. Results. At the beginning of the study, the results in the study groups of girls with a certain somatotype were practically the same. By the end, the following was observed: in the experimental group with a thoracic type, all 11 indicators of physical capabilities improved, while in the muscular type, 10 indicators improved. In the control groups, only 2 and 1 indicators improved, respectively, but with a decline in balance ability. Additionally, by the end of the study, 10 out of 11 indicators were better in the experimental groups than in the control groups (p-values ranged from 0.05 to 0.001), while movement frequency remained practically the same across all groups. Conclusions. The experimental organizational and methodological support for physical education of girls during their first year at university led to significantly better results compared to the traditional approach.