A comparative study of general fitness and coordination-accuracy training on stress in first-year female university students
А. R. Agafonov, N. P. Zdyumaeva · Current Issues of Sports Psychology and Pedagogy · 2026
Adaptation stress in first-year university students is a significant medical and social concern, as its chronic course may contribute to psychosomatic disorders, reduced academic performance, and diminished quality of life. Physical activity is widely recognized as an accessible and effective strategy for preventing stress-related maladjustment. However, comparative studies examining the effects of different exercise modalities on stress levels during regular academic physical education classes remain scarce.
Aim: . The
aim of this study was to evaluate the effectiveness of coordination-precision versus general developmental exercise programs in reducing stress among first-year female students during their adaptation to university studies.
Materials and methods: . A total of 74 female students participated in the study, which was conducted at Kostroma State Agricultural Academy in 2024–2025. First-year students were allocated into two experimental groups: Group 1 (coordination-precision, n=26) – basketball shooting, tennis ball drills, darts, and badminton; Group 2 (general developmental, n=24) – running, jumping, and flexibility exercises. The control group (n=24) comprised second-year students who were no longer experiencing adaptation-related stress. All interventions were conducted twice weekly for 90 minutes over 2.5 months. Stress levels were assessed using the Shcherbatykh Stress Assessment Questionnaire before and after the intervention. Statistical analysis was performed using ANOVA with Bonferroni correction for multiple comparisons and paired Student's t-test for within-group changes.
Results: . Baseline stress levels in both experimental groups were significantly higher than in the control group (20.46±3.94 and 19.77±4.09 vs. 9.15±2.00 points; p<0.05). After 10 weeks, a significant reduction was observed: by 36% in Group 1 (to 13.12±1.83 points) and by 21% in Group 2 (to 15.69±2.16 points). However, post-intervention values remained above the control level in both groups (p<0.05). Notably, the coordination-precision program yielded a significantly greater effect (p<0.05), with more pronounced reductions in emotional (–38%; p<0.05) and physiological (–54%; p<0.05) stress symptoms.
Conclusion: . The coordination-precision intervention demonstrated superior beneficial effects compared to the general developmental program, particularly in alleviating emotional and physiological stress symptoms. These
Findings: may inform the
Design: of physical education curricula to better support students' adaptation to university life.