Using Virtual Reality Sports Simulators in Adaptive Physical Education of Female College Students with Functional Disabilities

To evaluate the effectiveness of an adaptive physical education (APE) program using VR technologies, we studied the physical development and vitality indicators of college female students in two groups: those with and without functional health limitations (N = 70 each). Students with disabilities were randomly divided into experimental and control groups of 35 people each. The experimental group participated in physical education classes using VR. The health assessment included heart rate, blood pressure, and subjective health assessments. Physical development was assessed by the biological age index (BAI) by Voitenko, static balance duration, and breath-holding time. Psychological activity was assessed using the Mindfulness Attention Awareness Scale (MAAS), the Rezapkina Vitality Test, and the Subjective Vitality Scale (SVS). The delayed effect was assessed using a questionnaire. Students with functional impairments initially demonstrated a significant decrease in overall vitality, physical activity duration, and more negative health self-perception. After the virtual reality sessions, they showed a restoration of physical development and vitality indicators to levels close to healthy, as well as a decrease in BAI. The delayed effect was confirmed after three months. The use of virtual reality technologies in the APE program effectively improves the physical development and activity (vitality) of students with functional health impairments.