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Introduction. In modern sports, a high level of physical performance of the athlete is due to the functional properties and condition of all body systems. Of particular importance is the assessment of the functional state of the central nervous system. At the same time, the potential risk of injuries increases with each passing year, so one of the main tasks of sports physicians, psychologists, physiologists, especially in high-achievement sports, is to reduce injuries in sports. The aim of the study was to compare the state of psychophysiological functions of highly qualified athletes who specialize in sports with varying degrees of extremeness (snowboarding, downhill skiing, cross-country skiing). Material and methods. To determine the state of psychophysiological functions of athletes used diagnostic complex "Diagnostics-1" (MV Makarenko, VS Lyzogub). The group of respondents included qualified athletes engaged in skiing, characterized by the predominance of dynamic speed and a high probability of injury. These sports make special demands primarily on the central nervous system of athletes. In accordance with the purpose of the work, we studied the latent periods of simple visual-motor reaction, simple and complex reaction of choice, the efficiency of sensorimotor activity and the dynamics of nervous processes in the feedback mode, the accuracy of the reaction to a moving object and the ratio of reactions of advance and delay, dynamic muscular endurance of the right and left hands (according to the tapping test), as well as the basic properties of the nervous system namely the functional mobility of nervous processes and the strength of nervous processes. Results. Athletes with a higher degree of extreme sports and risk of injury (snowboarders and skiers) showed a higher psychophysiological status in terms of strength of nervous processes and indicators of reaction to a moving object, a higher level of dynamic muscular endurance in terms of tapping test. Conclusions. The identified differences in the state of psychophysiological functions in athletes with varying degrees of extreme sports activities and the level of risk of injury can have prognostic value and be used to optimize sports improvement in these sports.

We studied the effect of fatigue of the mm. gastrocnemius-soleus on the H reflex elicited by transcutaneous stimulation of n. tibialis and recorded from the m. soleus; healthy 18-to 34-year-old volunteers were tested. Fatigue was evoked by long-lasting (6 to 9 min) voluntary tonic static sole flexion of the foot (ankle extension) with a force equal to 75% of the maximum voluntary contraction (MVC). The amplitude of H reflex significantly (P < 0.001) decreased to about 60% of the initial value immediately after the period of fatiguing effort. Within 2 to 3 min, it relatively rapidly recovered and reached about 90% of the control, and this was followed by a period of slow recovery to about 96-97% of the initial value 30 min after conditioning fatigue. We suppose that the initial period of suppression of the H reflex results to a considerable extent in an increase in the intensity of presynaptic inhibition of transmission from Ia afferents due to tonic activation of high-threshold (groups III and IV) afferent fibers induced by intensive fatigue-related metabolic changes in the muscles. More long-lasting (tens of minutes) changes are related to slow reverse development of direct effects of fatigue-induced biochemical shifts in the muscle.

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.

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In this article, we analyze the modern approaches to the formation of the educational policy of the state of Ukraine on inclusion issues; we partially touch upon the issues of teaching “normotypical” children, children with special educational needs (as defined in the legislation of Ukraine), and “normotypical” children with “situational deviations”. Based on the analysis of the processes of perception and implementation of inclusion in the educational environment, we consider the process of training future specialists using democratic training methods. With the help of such methods, we introduce, as an element of preparation, students' self-development and self-awareness of themselves as individuals who are ready for “open” questions, democratic dialogue. We believe that this is an indicator of the teacher’s professional readiness to “accept” children with special educational needs.The main methods of our research are a theoretical analysis of inclusive education issues, preparing students for work in a “democratic” school; observation, conversation, questionnaires, study of the experience of preparing students for work in an inclusive education.As a result, we highlighted the organizational and pedagogical conditions that allow to: increase the level of professional readiness of students; create the most favorable conditions for the development of inclusive education.

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