Peculiarities of Psychophysiological Status of Students with Different Types of Vegetative Regulation under Load Conditions

A. Bila, L. Chebotar, I. Bondarenko, O. Bondarenko
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Abstract

The process of students’ adaptation should be considered as a dynamic and integrated process of forming the necessary skills to meet the needs that arise during study at a higher education institution. The purpose of the study was to establish the nature of psychophysiological indicators of students with different types of autonomic regulation in conditions of physical and mental activity. Materials and methods. The article presents the results of a study of the psychophysiological indicators of 128 students (65 boys and 63 girls) of the Petro Mohyla Black Sea National University aged 17-25 years. All students had psychophysiological indicators before and after mental and physical activity measured with the device for psychophysiological research «PFI-2». The students were divided into groups according to the types of vegetative regulation, according to the method of express assessment of the functional state of regulatory systems according to N. I. Shlyk. All students had indicators of heart rate variability at rest on short recordings of the cardiac signal (2 minutes), obtained with the help of the rhythm «MPFI-rhythmograph-1». Proofreading method according to the method of M. V. Krivonosov et al. (2001) was used as a mental load, which consisted of finding and selecting a specific letter in test tables for 20-25 minutes. Aerobic exercise consisted of taking a distance of 2 km on a rowing machine Concept-2 for 10 minutes. Results and discussion. The obtained results showed that after the mental load, the psychophysiological indicators of students of all groups did not change reliably, which led to the formation of adaptation mechanisms. However, only the students of group 3 have grouped reliable changes in some indicators of the correct sample, which reflects the state of development of mobilization. After physical exertion, changes in individual and typological indicators were observed in representatives of groups 1 and 3. A significant decrease in the indicators of functional mobility of nervous processes and the strength of nervous processes indicates the mobilization of the body's reserves. The value of the dynamics of nervous processes in group 1 significantly increased after physical exertion, which indicates the development of a state of fatigue. There was also a significant increase in the number of anticipated/delayed reactions in group 3, which indicates the predominance of excitation processes over inhibition. After physical exertion, no significant changes in psychodynamic parameters were observed, but in group 2, the time of the complex simple visual-motor reaction significantly increased, which indicates the development of a state of fatigue. After physical exercise, the students of group 3 have observed significant changes in the values of the correction test indicators, which indicates the mobilization of the body's reserves. Conclusion. The analysis of the results of the study made it possible to establish that the mental load had an insignificant effect on the representatives of group 3. After physical exertion, significant changes were observed in representatives of all groups, except for group 4
负荷条件下不同植物调节类型学生心理生理状况的特点
学生的适应过程应被视为一个动态的、综合的过程,形成必要的技能,以满足在高等教育机构学习期间出现的需求。本研究旨在探讨不同自主调节类型学生在身心活动条件下的心理生理指标的性质。材料和方法。本文介绍了对黑海国立大学Petro Mohyla的128名17-25岁学生(65名男生和63名女生)的心理生理指标的研究结果。使用心理生理研究装置“PFI-2”测量所有学生在心理和身体活动前后的心理生理指标。根据N. I. Shlyk对调节系统功能状态的快速评估方法,根据植物调节的类型将学生分为几组。所有学生在休息时都有心率变异性的指标,这些指标是在心律«mpfi -心律仪-1»的帮助下获得的心脏信号的短记录(2分钟)。采用M. V. Krivonosov et al.(2001)的校对方法作为心理负荷,在测试表中寻找并选择一个特定的字母,时间为20-25分钟。有氧运动包括在Concept-2划船机上进行2公里的距离,持续10分钟。结果和讨论。所得结果表明,心理负荷后,各组学生的心理生理指标变化不可靠,导致适应机制的形成。然而,只有第3组的学生在正确样本的某些指标上有分组可靠的变化,这反映了动员的发展状况。体力消耗后,观察第1组和第3组代表个体和类型指标的变化。神经过程的功能流动性指标的显著下降和神经过程的强度表明身体储备的动员。1组大鼠体力消耗后神经过程动力学值明显增高,提示进入疲劳状态。在第3组中,预期/延迟反应的数量也显著增加,这表明兴奋过程优于抑制过程。体力消耗后,心理动力学参数无明显变化,但2组复杂简单视运动反应时间明显增加,提示出现疲劳状态。体育锻炼后,第3组学生观察到校正测试指标的数值发生了显著变化,这表明身体储备的动员。结论。通过对研究结果的分析,可以确定心理负荷对第三组代表的影响不显著。体力消耗后,除第4组外,所有组均有显著变化
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