Theoretical and methodological principles of modeling the training load of female basketball students in the conditions of combining educational and sports activities

Abstract

The purpose of this study is the theoretical and methodological substantiation of the conceptual model of adaptation of the training load of female basketball students, which integrates the dynamics of academic workload and individual psychophysiological reactions of female athletes. The work is aimed at solving the scientific problem, which consists in the contradiction between the existing unified approaches to training planning and modern requirements for harmonizing the "dual career" in the conditions of student sports. Methods. The study was conducted on the basis of a complex of general scientific methods: theoretical analysis and synthesis of relevant scientific sources, in particular meta-analyses and systematic reviews over the past 5 years; a systemic approach to considering the relationship "athlete - educational environment - training process"; conceptual modeling to build an abstract structure for managing the adaptation process. The methodology is based on the study of the works of leading domestic and foreign specialists in the theory of sports and gender characteristics. Results. As a result of the theoretical analysis, three fundamental principles were substantiated that form the basis of the proposed conceptual model. The first is the principle of unity of stressors, which considers academic and physical workload as a combined factor that depletes the body's single adaptive resource. The second is the principle of integrative monitoring, which involves a combination of subjective and objective control methods to obtain a holistic picture of internal workload. The third is the principle of gender specificity and nonlinearity, which takes into account the individual reaction of the female body, in particular to hormonal fluctuations, and requires flexible, rather than rigid, planning. A conceptual framework has been formed, where operational correction of training effects is based on daily monitoring data and the current status of the athlete. Conclusions. It has been proven that traditional planning models are not effective enough for female student athletes due to ignoring the significant impact of academic stress. The proposed conceptual model of adaptation allows for a transition from static to flexible, athlete-centric management of the training process. Its implementation creates scientifically based prerequisites for optimizing sports training, reducing the risk of overtraining and injuries, as well as for the successful harmonization of the educational and sports trajectories of female students.