Purpose of the study: The purpose of the study is to identify changes in school-based anxiety in children aged 12 – 13 during their physical education using a special Program for the individual typological approach implementation. Methodology: Two groups had been formed: reference and experimental (25 people each); three methods were used (Method for studying individual typological peculiarities of middle-school children by A. Belov, Method of Kondash's anxiety scale (1973), and Method of identifying general physical education of students); diagnostic testing of physical fitness was conducted (long jump from the spot; lifting the body in 30 sec. (press); push-up (girls); pulling up on the crossbar (boys); running 30 meters, shuttle running 3x10; bending forward from a sitting position). Main Findings: The results of the study have been statistically processed with Excel 2000 and STATISTICA 8.0, using the Student's t-test for dependent and independent samples. The M average has been found; the differences have been considered significant at p < 0.05. Applications of this study: The Program for the individual typological approach implementation has been compiled with an emphasis on reducing school-based anxiety in children aged 12 – 13; its features, objectives, indicators, criteria, content, and forms of implementation have been substantiated; a set of general physical exercises has been developed for each type of temperament, which includes the exercises for some groups of muscles of the upper shoulder girdle, back muscles, abdomen, and hips. Novelty/Originality of this study: The significant improvement in the physical fitness of students from the experimental group compared to the reference one identified during the term proves the efficiency of the implemented physical education program, taking into account the individual typological approach to the personality of adolescents with an emphasis on reducing their school-based anxiety. The results of the study have allowed formulating recommendations for improving the approaches to conducting physical education classes.

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The article is devoted to the discussion of topical theoretical aspects of the problem of adaptation of fifth graders, the features of their development and the process of adaptation, diagnostics, and analysis of methods aimed at studying anxiety, self-esteem, state in the lesson. By creating adaptive situations, the school is the bearer of the richest social experience, including the adaptation of the student to the content and form of education. The analysis showed that the main task of the educational institution is to create conditions for the successful adaptation of students, which is the key to high-quality education of the individuals, their further improvement and self-development. For each stage of the research (theoretical, empirical, interpretative), its own group of methods is defined: theoretical: collection of information, generalization, systematization, analysis of scientific literature; empirical: ascertaining research, testing, questioning; psycho-diagnostic: testing according to the method of diagnosing the level of school anxiety by B.N. Phillips, questioning according to the method of studying the emotional state of students “Subject-feelings” by T.E. Kovina, A.K. Kolichenko and I.N. Agafonova, testing by the method of diagnostics of general self-esteem G.N. Kazantseva. A sample of 120 fifth grade students of the Municipal Autonomous Educational Institution Secondary School No. 138, Chelyabinsk, was formed. It was revealed that increased levels of anxiety are observed to a small extent, the majority of fifth-graders do not experience mental discomfort and anxiety, they are balanced and emotionally stable. The average value of the index of emotional positivity of fifth graders during class attendance is observed in 74 %, which indicates their satisfaction in most subjects, a fairly comfortable internal climate in the classroom. In general, the process of adaptation of fifth graders in the middle level can be considered satisfactory, but there are students who have low emotional positivity to learning – 26 % and low self-esteem – 19 %. The recommendations compiled based on the results of the study can contribute to the effective adaptation of fifth graders to study in a general education organization and can be useful to both parents and all subjects of educational relations.

The issue of efficient psychological methods of anxiety treatment in students during examinations is still relevant today. Although there are some quite effective psychotherapeutic methods of anxiety treatment, students continue to experience adverse emotions and unrest. Addressing this problem in the framework of the conference is particularly important, as it is language students who will be involved after graduation in intercultural business cooperation that is vital for stable economic development and attraction of investments. Therefore, we set the objective to study the conditions of destructive mental state psychocorrection in language students during examinations, in particular anxiety, uncertainty and irritability. The study was conducted in the South Ural State University (SUSU) in Chelyabinsk. The sample comprised 20 first-year language students. The study was carried out in four stages: desktop analysis, experimental research, correction work, and data analysis. We performed psychodiagnosis based on two techniques: the State-Trait Anxiety Inventory technique proposed by Charles D. Spielberger and adapted by Yu.L. Khanin, and the Taylor Manifest Anxiety Scale by Janet Taylor. The programme of destructive mental state psychocorrection in language students during examinations was developed and implemented. Based on the study findings, we wrote booklets for students offering advice for the examination period. We also used the Wilcoxon T test to analyse the data. The study findings showed that after the programme implementation significant improvement occurred among language students regarding their levels of state anxiety and irritability. However, no changes were observed in terms of self-confidence. The findings made it possible to define further stages of psychocorrection work with students: Stage 1. Analysing theoretical approaches of state anxiety psychocorrection in language students. Stage 2. Performing experimental research (an ascertaining and an educational experiments). Stage 3. Analysing findings of the experimental research and psychocorrection work. Stage 4. Teaching the psychocorrection technique to the first initiative group of university teachers. Stage 5. Teaching the psychocorrection technique to all university teachers who work with language students. Stage 6. Ensuring the university teachers involved have the mastery of the technique. Stage 7. Disseminating experience to other faculties.