Dr.Med. V.G. Chernozemov¹
PhD, Associate Professor Y.S. Zhuravleva²
PhD, Associate Professor A.V. Tsinis¹
PhD, Associate Professor M.A. Abramova^1
1Northern (Arctic) Federal University n.a. M.V. Lomonosov, Arkhangelsk
²Peoples' Friendship University of Russia, Moscow

Sampled for the study purposes were the first-year female students (n=108) whose physical fitness, speed, strength endurance, flexibility, overall endurance and static strength were rated in the academic physical education process. For the energy zoning purposes, we recorded their heart rate versus training workloads (exercises per minute). The physical fitness and functionality rates were found the training workload and energy zone specific according to the relevant classification of the training workloads.
It was found that the trainings in the academic physical education process were dominated by workouts in REC and EN1 zones without attention to the speed developing practices. It is due to the shortage of the training loads (including maximal ones) in the relevant zones that the speed and coordination qualities were found underdeveloped in the trainees. Based on the study data and analyses, we recommend to make the academic physical education process more versatile in every semester by the high-intensity trainings in aerobic-anaerobic EN3 zone (HR of 160-180 beats per min) and anaerobic SP1 zone (maximal HR).

Keywords: females students, body conditioning, training loads, energy zones.

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