Background: Students assigned to Special Medical Groups (SMG) due to their health status are at high risk of psychological maladaptation. The synergy of chronic somatic conditions and intense academic pressure creates a fertile ground for emotional burnout and social deprivation. Preliminary screening of this cohort revealed anxiety levels exceeding normative thresholds, with 26.3% of respondents exhibiting moderate depressive symptoms.
Objective: This study aims to evaluate the effectiveness of an innovative integrative model of physical education in optimizing the psycho-emotional status and enhancing the adaptive potential of students with health limitations.
Methods: A 12-week experimental program based on the biopsychosocial approach was implemented. The model integrated regulated physical activity with psychological techniques, including mindfulness breathing, progressive muscle relaxation, body-oriented practices, and visualization. Assessment was conducted using the Spielberger-Hanin State-Trait Anxiety Inventory (STAI) and the Beck Depression Inventory (BDI) (n=186).
Results: Post-intervention data demonstrated a statistically significant (p < 0.001) reduction across all psychological markers. State anxiety decreased by 14.5%, and trait anxiety fell by 10.2%, indicating improved emotional regulation and self-efficacy. Notably, depressive symptoms saw a 22.4% reduction. Participants reported a decrease in apathy, improved sleep quality, and a shift from avoidant coping mechanisms to active social engagement. Gender-based analysis revealed that female students showed more pronounced improvements in emotional stability, while male students demonstrated superior physiological recovery.
Conclusions: The integrative physical education model serves as an effective tool for psychological intervention within the educational process. The program facilitates the development of an internal locus of control and fosters a supportive environment, transforming physical education from a general curriculum subject into a robust resource for psychophysical rehabilitation and academic adaptation.