Abstract
This article presents the results of an experimental study on the effectiveness of implementing modern fitness programs into the Physical Education curriculum for second-year female students of the main physical education group (n = 73, aged 19–20 years). A questionnaire survey identified students' preferences for fitness programs, including dance aerobics, yoga, Pilates, and stretching. The programs were implemented using three instructional formats: traditional, blended, and technology-assisted instruction. Their effectiveness was evaluated based on the dynamics of the Stange, Genchi, and Ruffier functional tests and questionnaire findings. The results demonstrated statistically significant improvements in respiratory and cardiovascular functional indicators (p < 0.05), increased motivation to participate in physical education classes (74.0%), and improved well-being (86.3%). The questionnaire findings confirmed the effectiveness of a variably organized instructional approach incorporating fitness programs into the physical education of second-year female university students.