Ефективна професійна підготовка та оптимальна система організації професійної освіти завжди були
актуальними для суспільства, що безперестанно розвивається.
Сучасні вимоги до фахівця зумовлюють гармонійний, цілеспрямований розвиток його загальних і спеціальних
здібностей у тому числі і фізичних.Управління професійно спрямованою фізичною підготовкою полягає в пошуку та
визначенні оптимального співвідношення міжпедагогічними впливами та руховими можливостями тих, хто займається.
Проте у практиці фізичного виховання врахування морфофункціональних особливостей студенток під час фізичних
навантажень ще мало досліджене.
Effective vocational training and the optimal system of professional education have always been relevant
to a continuously developing society.
Modern requirements to a specialist determine harmonious, purposeful development of his general and special abilities, as
well as physical ones. Managing of professionally directed physical training is in finding and determining the optimal relation between
the pedagogical influences and the mobility of those who are involved.
A great number of researchers consider physique with its dimension, parts, proportions and forms as the main criteria for
integral assessment of a person's physical development.
The physique as a morphofunctional characteristic reflects peculiarities of not only the body structure, but also the mental
activity, the functioning of the autonomic system, adaptive, compensatory and pathological reactions of people. Unfortunately, there
isn’t still generally accepted definition of this notion. Different methodological approaches to the allocation of constitutional types
(somatoscopy, anthropometry and their combination) caused the creation of numerous schemes. For a long time constitutional types
have been studied in connection with the propensity to separate diseases. Nowadays they began to be considered as normal
versions of the structure and functioning of the organism.
There are researches that show the professional training dependence on individual morphofunctional features.
However, the consideration of morphofunctional features of female students during their physical activity has not been
studied enough in the practice of physical education.
