Аннотация
Introduction . The adaptation period associated with the transition to higher education is marked by a significant increase in psycho-emotional stress among students. This highlights the need to identify and implement effective strategies that facilitate successful adaptation. Aim . The present study aimed to assess the impact of a 45-week dance intervention on the somatic status, psychophysiological performance, and academic outcomes of first-year students. Methodology and research methods . The study involved 236 first-year students. To assess the effectiveness of the intervention, a comprehensive diagnostic tool was employed, encompassing somatic, psychophysiological, and academic indicators. To test the statistical hypotheses, Student’s t-test was used to compare mean values in both dependent and independent samples, alongside correlation analysis (Pearson’s r) to identify relationships between the parameters studied. Results . The participants demonstrated statistically significant reductions in stress levels, and the academic performance results indicate a positive effect of the intervention on students’ cognitive functions. Scientific novelty . For the first time, evidence has emerged to support the view that a structured dance programme can serve as an effective contributing factor to students’ cognitive and psycho-emotional adjustment. Practical significance . The practical significance of this study lies in the potential for direct implementation of the developed 45-week model within the university physical education system, which underscores its value for higher education practice.