Abstract

Objective of the study is to determine the attitude of students with compromised health to these technologies and to evaluate their effectiveness from the students' own perspective. Methods and structure of the study. The scientific work was carried out at Petrozavodsk State University from September 2024 to December 2025 and involved 98 students in their 1st to 4th years of study (80 students in the special medical group and 18 with disabilities and compromised health). The following adapted technologies were introduced into the educational process: traditional abstracting, problem-based learning, essay writing, contextual learning and project-based learning. In December 2025, a questionnaire survey was conducted in which each technology was evaluated on a 7-point scale according to the following criteria: interest, comprehensibility, comfort, activity, effectiveness and usefulness. Results and conclusions. A heterogeneous perception of the technologies was demonstrated. The greatest interest was generated by project-based activities (39.4% of maximum scores) and essay writing (38.8%). The most comprehensible were essays (51% of '7' scores) and the abstract (41.7%). The most comfortable form of work, according to students, was keeping a 'Self-observation diary' (55.9% of high scores). The greatest opportunity to be active was found in project work (43.8%). The most effective for acquiring new knowledge was the essay technology (47.9%). The maximum practical usefulness was noted by respondents for the 'Self-observation diary' (45.8%) and for drawing up an individual motor activity programme (44.2%). The data obtained indicate that a combination of these technologies makes it possible to move from passive execution to active self-management of one's own physical activity. This contributes to the formation of a conscious need for a healthy lifestyle and to the optimisation of the educational process in the discipline 'Physical Culture and Sport' for persons with health problems.

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No. 5, pp. 73–75

Published: 08.05.2026

CC BY 4.0