Injury Prevention in the System of Secondary Professional Choreographic Education by Means of Periodization of Physical Activity

Introduction. The issue of injury in professional choreographic education remains one of the most pressing, as dance activity is associated with high physical and psycho-emotional demands. Numerous factors contribute to injury incidence. Existing studies address various aspects of the problem, yet they are often fragmented, and their findings do not allow for the implementation of comprehensive solutions in practical settings. The objective of this study is to develop a load periodization model aimed at reducing injury risks by integrating pedagogical, biomechanical, and organizational approaches – one that can be promptly implemented in both educational and theatrical contexts. Methodology. The research methodology is based on the adaptation of sport-scientific models of physical load periodization to the specific features of professional choreographic education. Theoretical foundations include the works of L. P. Matveev, Yu. V. Verkhoshansky, V. B. Issurin, and others, whose approaches have demonstrated effectiveness in athletic contexts. Simultaneously, the specifics of ballet pedagogy were examined through the analysis of lessons by masters of the Russian school (N. I. Tarasov, E. Cecchetti, A. M. Messerer, A. I. Pushkin, and others), with an emphasis on identifying common pedagogical principles rather than mechanically borrowing techniques. The study employed methods such as literature analysis, comparative-typological analysis of periodization models, and logical-structural modeling. This enabled the development of a flexible model adaptable to changing conditions. Results. The research presents a model of the annual cycle of choreographic training as a fractal structure, in which the principles governing the construction of individual lessons fully correspond to the organization of the entire academic year. Each cycle consists of four phases: introductory, working, implementation, and recovery, which follow each other sequentially or in a wave-like pattern. Combinations, sections, and lessons are structured in accordance with the objectives of each phase and the students’ level of preparation. The model accounts for various individual and contextual factors, helping to prevent overtraining and supporting the achievement of both technical and expressive goals. The recovery phase concludes the cycle and ensures a smooth transition into the next training period, thereby establishing a sustainable and effective pedagogical system. Conclusions. The presented fractal model of load periodization in the system of secondary professional choreographic education, based on scientifically grounded principles, can and should be tested in practice to demonstrate its effectiveness.