The article reveals the features of using modern innovative technologies to increase the motor activity of students. Modern methods for determining the optimal level of motor activity for people of different age categories were analyzed. Methods of increasing motor activity using modern innovative technologies have been determined. The article describes the characteristics and features of the use of innovative educational technologies in the physical education of students. In the scientific work, the organizational and methodical features of the use of interactive teaching methods to increase the level of motor activity are given. Modern forms of activity organization in the system of extracurricular activities are revealed. Overcoming passivity involves: a certain consistency in changing negative instructions and creating new behavior; a pedagogically justified complex of educational influences aimed at changing the negative behavior of a student and at changing the negative stereotype of his behavior. Overcoming the negative attitude to motor activity involves changing the ratio of effective - practical and educational functions in education. The main manifestation of a passive attitude to physical culture in most cases is the absence of students from classes without a good reason, and sometimes there is a certificate from a doctor. In modern scientific and methodical works, the issue of measurement and assessment of the mode of motor activity is considered quite widely, the daily and weekly volumes of motor activity of persons of different ages and physical condition are investigated using the Framingham method; regularities and interrelationships of motor activity and physical condition were studied.

The article provides theoretical and methodological information on the issues of differentiated physical education of general education school students. A set of methods was used: generalization of special literature, information sources, and Internet materials. The aim of the study was a scientific and subject analysis of modern methodology for teaching physical education classes. The study of special literature and practical experience indicated the reasons for its ineffective functioning, namely: the focus of the classroom-lesson system on the average sex-age-related standard and ignoring of individual-typological differences among students; the predominance of informational cognitive and physical education recreational objectives over developmental and recreational ones; the existence of a large number of methods for students differentiation into homogeneous groups, which impede the process of effective differentiation of physical exercises; the absence of rational parameters for different types of physical exercise, which take into account the morphofunctional capabilities of students; lack of a justified system for assessing physical preparedness according to the students’ level of physical health; the absence of an algorithm for programming developmental and health-enhancing physical education classes in accordance with the requirements of the theory and methodology of physical education and the physiological mechanisms of body adaptation during the school year.

Learning passive person’s relation to physical culture shows that the dominative factor at person’s motivative sphere is the desire of omitting learning and training process; it is explained with ther help of various reasons conditioned as a rule imperfection of person’s social and psychological relations as well as unknowledge of the more important role of moving activities for a health. An absence at students of a readiness to moving activities is shown at various forms: motivative refuse from doing tasks because of a pain, fatigue; partititional doing moving activities; an absence of important interests and desires at collective actions (games); domination of individual motives of a behaviour. To overcome these negative nuances a teacher has to know reasons of their appearance. When learning reasons of appearance of passive relation to moving activities there are such three groups of students: those who has theoretical positive relation to physical exercises; those who is indifferent to moving activities; those who has negative relation to learning and training process and collective actions. A lot of teachers underline special role of relation of human itself to various kinds of activities. Activities itselves does not promote developing moving activities and not already provide overcoming negative relations to physical exercises. It is possible if all educational work at higher educational establishment and requirements of teacher are directed to positive relation to each person’s action.

The aim: To study the impact of physical exercises of different intensity on the dynamics of intellectual working capacity and mental cognitive processes in students. Materials and methods: The research involved 293 students. The research was conducted in 2 stages. The 1st stage involved the study of the level of intellectual activity of students with sufficient (the experimental group, n = 76) and insufficient levels of their motor activity (the control group, n = 217). The 2nd stage provided for the determination of the dynamics of intellectual activity indicators in students (n = 76) before and after physical exercises of different intensity. Results: It was found that students with sufficient motor activity are characterized by significantly better indicators of intellectual working capacity and mental cognitive processes than students with insufficient motor activity. It was found that low-intensity physical exercises of a recreational nature had a more positive effect on intellectual working capacity in the course of training sessions. Conclusions: Organized motor activity and optimal physical exertion both during and after the end of intellectual functioning can directly affect the preser¬vation and improvement of students’ intellectual working capacity.