The dissertation represents the scientifically substantiated differentiated approach to the physical education of students that was based on the level of hypermobility of the joints in students of the medical academy. It is established that in conditions of considerable intellectual load, changes in the obvious way of life, the need for adaptation to specific conditions of the medical routine in future cause a characteristic feature of medical students represented as the low level of physical development, physical fitness and functional possibilities. This is especially true for students with signs of dysplasia of the connective tissue, particularly manifested with joints hypermobility, which is accompanied by a decrease in the parameters of the functional state, working capacity, physical fitness, structural and functional changes in the musculoskeletal and cardiovascular system. It was found that normal mobility in the joints was determined in 38,4% of the examined students, 39,3% - moderate hypermobility, and 22,3% - significant hypermobility. In 54,1%, boys showed normal mobility in joints, and 41,4% of girls have shown with moderate values. Complaints on a deterioration of well-being during physical activity arose in 66,6% of students with significant JHM, 51,8% of students with moderate JHM and in 36,9% of students with normal joints mobility (p<0,05). Students of the 2nd and 3rd group complained to have headaches (62,86% and 63,26% respectively), pain in the heart area (41,79% and 59,18%), complaints on joint pain (37,31% and 44,89%) more often than representatives of group I (p<0,05). The physical examination of the students indicates a decrease in functional parameters of the cardiovascular and respiratory systems, physical health, physical fitness and adaptation opportunities connected with more severe levels of JHM. Physical fitness examination showed that students from the II and III groups have sufficiently higher levels of flexibility, and reduced power and endurance. Therefore, the differentiated approach is necessary to be applied in physical education classes, taking into account the level of the JHM to improve the student's physical condition. It was established, that female medical students with higher JHM levels present with lower physical fitness and physical state parameters. It is represented with decreased strength and endurance. The differentiated approach was developed taking into account the theoretical bases and methods of physical education. It is based on the purposes, tasks, principles, methods, forms of occupation, tools, and specialties of the physical load. The special attention was paid to the choice of tools of physical education and physical activity according to the level of physical fitness and the functional capabilities of the students with JHM. For students from the main group 1 the best increase in the results was observed when testing the flexibility that exceeded the results of control group 1, and for students from the main group 2 and from the main group 3 the force parameters significantly increased that was reflected with the results of the test "push-ups on the floor" that were better than the control groups respectively (p<0,05). Increase in endurance rates was noted in students of all experimental groups (p<0,05). The effectiveness of the differential approach to physical training was approved experimentally in the study. The differential choice of the exercises for the program based on the severity of JHM resulted in improvement of the physical condition of the students with JHM.
