The article proves the need to create an effective system of training athletes, which is the basis for ensuring higher achievements in sports and causes a certain rise in the field of scientific and pedagogical research on the problems of sports pedagogy, physical education, and education of youth. It urges one to optimize educational conditions for training future physical education teachers for physical and sports activities based on the latest neuropedagogical and didactic requirements. The research aims to experimentally verify the newly created or updated pedagogical conditions required to train future physical education teachers for sport and physical activity at secondary schools. Research methods are as follows: modelling, observations, tests, questionnaires, pedagogical experiment, tests determining the level of physical development, the PWCno test, anthropomorphological measurements (body weight, height, chest circumference, lung capacity), heart rate, respiratory rate; methods of mathematical statistics (Student's t-test, Pearson's χ2 criterion). The experimental group consisted of 180 respondents and the control group – 189 respondents. A high level increased by 16.5%, an average level – by 24.3%; a low level decreased by 40.8%. Conclusions. It has been found that the experimental group students have higher levels of readiness for sport and physical activity at secondary schools. Moreover, the indicated differences in the levels are not coincidental and are the result of the implementation of relevant pedagogical conditions. The international relevance of the article lies in expanding the formative and diagnostic instruction tools within the updated conditions, which corresponds to innovative technological and neuropedagogical approaches to developing a physical education teacher today.
The article shows that a postcolonial society provides ample opportunities for realizing the rights of children with special needs. However, they are often uninformed and not even motivated to assert their rights, especially in post-Soviet republics. As part of the research, a specialized course “Human Rights” has been implemented in the educational process under the changed socio-educational conditions (rehabilitation centres). After its implementation, the authors of the article performed a relevant evaluation to verify the effectiveness of the specialized course and the specially created conditions in terms of improving legal knowledge and competencies in children with special needs, compared to those who are in normal circumstances. The course was designed for young people, aged between 14 and 19, from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs “Promin”, who were diagnosed with cerebral palsy (CP). The implementation of the course involved the use of business games, training sessions, visual aids (educational films, pictures, posters, photographs), art therapy, visual art therapy, music therapy. People with MSDs have managed to enhance their knowledge about human rights and relevant legal acts, as well as state-owned institutions protecting human rights, develop their ability to assert their rights and write complaint letters to appropriate institutions, improve their attitude towards honour and dignity of other people, as well as the duty of being conscious citizens in modern society and shape understanding about the prospects of their adulthood.