The aim of the study was to determine the impact of different levels of physical activity on the psycho-emotional indicators of students in the context of the educational process. The research methodology was based on a twelve-week empirical and analytical observation conducted at Uzhhorod National University from 24 February to 16 May 2025, during which students underwent initial, intermediate and final psychodiagnostic examinations using scales of positive and negative affect and emotional mood profile, and performed a set of aerobic and general physical exercises of varying intensity. During 12 weeks of regular physical exercise, positive affect scores in the group of students with low activity increased from 22.8 to 27.1 points, in students with medium activity – from 28.6 to 34.9 points, and in the highly active group – from 33.4 to 40.2 points. At the same time, a consistent decrease in negative affect was noted: in inactive students – from 31.7 to 26.4 points, in the moderately active group – from 25.9 to 20.1 points, and in the highly active group – from 20.8 to 15.7 points. The indicators of emotional components on the mood scale also showed a marked improvement: in the highly active group, tension decreased to 41.2 points, depression to 39.0 points, anger to 40.5 points, while vigour increased to 65.3 points, which was the highest result among the participants. The study confirmed that systematic aerobic and general physical exercises over a period of twelve weeks contributed to a sustained increase in positive effects and vigour and a decrease in emotional distress in students, regardless of their initial level of physical activity. The results can be used by physical education teachers, coaches and sports and health technology specialists to develop effective training programmes aimed at maintaining the psycho-emotional stability of youth under the conditions of academic stress
Bondarchuk et al. (Fri,) studied this question.