This article examines the pedagogical and physiological foundations of organizing physical education classes in general secondary schools with consideration of students’ gender-specific characteristics. Within a theoretical and analytical framework, differences in the morphofunctional, psycho-emotional, and behavioral characteristics of schoolchildren are analyzed, and their impact on the effectiveness and safety of the educational process is scientifically substantiated.

Overall, the article provides a review of both domestic and international experience and presents scientific and pedagogical recommendations for the implementation of gender-differentiated instructional models in school practice. Taking into account the characteristics of physical development and gender-related differences, the article describes approaches to optimizing training load, increasing motor density during classes, and reducing the risk of injuries.

Furthermore, considering the differences in the physiological development rates of boys and girls, their levels of motor skill acquisition, and their social adaptation capacities, the importance of gender differentiation in the organization of physical education lessons is scientifically justified. The findings of this study are aimed at improving the educational process in accordance with the principles of inclusive education and enhancing the overall quality of physical education in schools.