INITIAL PHASE OF YOUNG SCHOOLCHILDREN'S ADAPTATION TO PHYSICAL EXERCISE
Annotatsiya
This IMRAD-formatted article examines the initial phase of young schoolchildren’s adaptation to physical exercise from pedagogical, psychological, and physiological perspectives. The Introduction establishes the relevance of structured physical education and the link between adaptation, motor skill development, and school readiness. Methods include a targeted literature review (2004–2024), expert interviews with physical education teachers, and classroom observations of lessons tailored to 6–10-year-olds. Results delineate three early stages of adaptation (preparatory arousal, perception–action coupling, stabilization), highlighting rapid neural changes, cardiorespiratory adjustments to light-to-moderate loads, and initial improvements in coordination and technique. The Discussion addresses age-specific morpho-functional characteristics (growth, maturation, “windows of trainability”), the advantages of play-based multicomponent training, FITT-based progressive loading, and safety. The Conclusion provides staged methodological recommendations for educators and coaches, strategies for curricular integration, and directions for future research