employee from 01.01.2003 until now
Russian Federation
employee from 01.01.2015 until now
Russian Federation
employee
Russian Federation
CSCSTI 77.01
The purpose of the study is to theoretically design, methodologically substantiate, and experimentally test under the conditions of a real educational process the effectiveness of the short-term intensive motor marathon “81st Anniversary of the Victory – 81,000 Steps of Remembrance” as a means of rapid express compensation of accumulated locomotor deficit and as a tool for optimizing the psycho-emotional status of students of SPUFT. Research methods and organization. The experimental study was conducted on the basis of the Federal State Budgetary Educational Institution of Higher Education “St. Petersburg State University of Film and Television” (SPUFT, St. Petersburg) during the spring semester of the 2025–2026 academic year. The research sample included first‑ to third‑year students of the Faculties of Screen Arts and Media Technologies (male and female students aged 18–22 years, classified according to medical examination results as belonging to the main and preparatory medical groups, with no somatic contraindications to prolonged moderate‑intensity walking). The following methods were used: analysis and generalization of scientific literature data, testing, pedometry, questionnaires, and mathematical statistics methods. Research results and conclusions. After the marathon, most students retained the habit of walking. Their average daily locomotor activity was fixed at 8200 ± 610 steps, which is 1.5 times higher than the baseline pre‑experimental level. It was proven that the marathon was able to overcome the internal psychological barrier and laid a solid foundation for conscious, independent physical activity of students.
physical education of students, motor activity, physical inactivity, motor marathon, gamification, locomotion, adaptation of the organism, psycho‑emotional status
1. Druzhanov I. I., Yakovlev Ya. I., Pestryakov A. N. [et al.] (2017), “Scientific Approaches To Build Personal-Values-Driven Motivations For Physical Culture In Humanitarian University Students”, Theory and Practice of Physical Culture, No. 7, pp. 20–22.
2. Kostyuchenko V. F., Stepanov V. S., Orekhov E. F. [et al.] (2024), “Motor activity of university students of creative specialties”, Scientific Notes of the P. F. Lesgaft University, No. 1, pp. 89–93.
3. Zorin K. V., Pustovalov D. A., Toporkov V. A. [et al.] (2024), “Personal oriented model of formationof healthy life among higher school students: experience of the russian university of medicine”, Alma Mater (Higher School Herald), No. 11, pp. 43–48, DOIhttps://doi.org/10.20339/AM.11-24.043.
4. Osipov A. Yu., Filippovich V. A., Zemba E. A. (2024), “Increasing the level of physical activity of students through digital communication technologies and gamification”, Scientific Notes of the P. F. Lesgaft University, No. 9 (235), pp. 76–79.
5. Kuzmenko R. N. (2025), “Innovations in physical education: fitness trackers, mobile apps, and VR workouts”, Young Scientist, No. 26 (577), pp. 447–452.
6. Bogdanovskaya E. V., Andreychenko A. V. (2024), “The use of technology in physical education of students: prospects and challenges”, Scientific and Educational Foundations in Physical Culture and Sport, Vol. 13, No. 1, pp. 10–14, DOIhttps://doi.org/10.57006/2782-3245-2024-13-1-10-14.
7. Tatarentsev V. L., Kochergin I. A., Ponomareva A. V. (2025), “The influence of the motivational component on the indicators of physical activity among students of a creative university”, Scientific Notes of the P. F. Lesgaft University, No. 8 (246), pp. 72–80, DOIhttps://doi.org/10.5930/1994-4683-2025-72-79.




