PhD, Associate Professor V.P. Demesh¹
PhD, Associate Professor A.V. Sharonova²
PhD, Associate Professor O.N. Ustinova³
V.G. Krivoshchekov^4
1Bobkov Saint Petersburg branch of Russian Customs Academy, St. Petersburg
²Saint Petersburg State University of Architecture and Civil Engineering, Saint Petersburg
³Peter the Great St. Petersburg Polytechnic University, St. Petersburg
⁴Military Academy of Logistics named after V.I. General of the Army A.V. Khrulev, Military Institute (Engineering and Technical) Branch, St. Petersburg

Objective of the study was to substantiate the effectiveness of the pedagogical model of improvement of students’ pre-examination state by means of physical education.
Methods and structure of the study. The study involved a total of 126 students from different universities: Saint Petersburg State University of Architecture and Civil Engineering, Bobkov Saint Petersburg Branch of the State Treasury Educational Institution of Higher Education "Russian Customs Academy", Saint Petersburg State Polytechnic University, and Military Academy of Logistical Support "General of the Army A.V. Khrulev". The sample was divided into 2 groups: Control (CG) and Experimental (EG).
The effectiveness of the pedagogical model of improvement of the pre-examination state of the students was assessed based on the results of the examination session.
Results and conclusions. The developed pedagogical model of improvement of students’ pre-examination state make it possible to broaden students’ knowledge of the causes of anxiety and dynamics of changes in its level, compare the physiological and mental manifestations of altered conditions, control the use of specially designed sets of physical exercises. The use of various forms of online learning and specialized mobile software leads to the ultimate individualization of the physical education means and methods, which enables to organize self-training activities in terms of self-isolation. This contributes to the improvement of the examination session results. In the mentally-challenging distance learning environment, the introduction in the daily routine of intense aerobic exercises, modern fitness technologies, and breathing practices consisting of several cycles, in most cases, did not increase the student’s anxiety levels. Moreover, it was found that the levels of pre-exam anxiety decreased in most subjects.

Keywords: students, examination session, exercises, physical education, improvement model, pre-examination state.

References

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