One of the most important tasks of education of the Russian Federation is the transformation of Supplementary education. The monitoring system is a tool for implementing the state policy in the field of Supplementary education. The urgency of creating a monitoring system that monitors the digital educational environment of Supplementary education of children has been determined. This is based on the analysis of modern trends and directions of modernization of Supplementary education of children. The Purpose of the article is the investigation of theoretical prerequisites for designing a system of monitoring for the digital educational environment in the Supplementary education of children in the Russian Federation. Research methodology and methods. The methods of theoretical research (analysis and synthesis) of special literature and regulatory documents in the field of Supplementary education and digital educational environment was used in this article. Conclusion. The prerequisites for the design of a system’s monitoring for the digital educational environment in the Supplementary education of children in the Russian Federation was investigated. One of the mechanisms for the updating of additional education for children can be the national system of monitoring of the digital educational environment. Significant indicators of the monitoring of the practices of a Supplementary education in the digital educational space was proposed.

Blended learning involves working in an electronic educational environment, which carries additional pedagogical risks for students. In this paper, we assessed the main pedagogical risks and proposed options for their elimination by improving the methodology of blended learning. The purpose of the article is to find solutions to improve the methods of blended learning to eliminate pedagogical risks that affect the health of the subjects of the educational process. Methodology. The methodological basis of this study was the assessment of the pedagogical results of the use of E-learning in the educational process, as well as the likely pedagogical risks. Methods of theoretical research, analysis of regulatory documents in force on the territory of Russia, in the field of education, as well as electromagnetic, informational, personal security were used. Conclusion: thus, when planning classes in the blended learning format, it is necessary to take into account pedagogical risks for participants in educational relations, which for the most part are not taken into account. There is a need to conduct research aimed at determining the maximum permissible level of EMF for children of different age groups and choosing the safest electronic learning tools. It is important to pay special attention to the expertise of digital educational content. Ideally, training should be carried out only on electronic educational platforms that have passed the examination of digital educational content for compliance with the requirements of the legislation of the Russian Federation.

Modern people identify the concept of health and the impact of sports on life. The new coronavirus infection SARS-CoV-2 made significant adjustments to everyday student sports life. The purpose of the study: To study the impact of the new coronavirus infection SARS-CoV-2 on the physical health of students involved in professional and amateur sports. 110 students were examined, among them 62 undergraduates are professional athletes, and 48 undergraduates do amateur sports. Physical load was aerobic. Blood pressure was being measured. ECG, and the level of SaO2 were being recorded. The questionnaire was filled out using Google Forms. Statistical analysis was carried out using the Microsoft Office Excel 2017 software package and Google Forms. The results of the conducted functional examination methods for all students did not exceed the normal parameters. 39 undergraduates from 110 examined students (35.45%) experienced new coronavirus infection SARS-CoV-2. Students, who made the Gam-COVID-Vac vaccine, got ill statistically significantly less than students did without vaccination (29.76% versus 53.85%, p=0.025). We found out the certain correlation, which confirms the following. Students who do professional sports, have adverse reactions to vaccination (r=0.523; p=0.001), as well as they cope with the infection harder (r=0.370; p=0.001). In vaccinated professional athletes, the severity of the course of coronavirus infection was associated with the presence of adverse reactions to vaccination (r=0.320: p=0.016). The deterioration of physical fitness in the post-COVID period correlated with professional sports (r=0.389; p=0.016). Chest discomfort in professional athletes - smokers after infection was associated with the fact of smoking (r=0.221; p=0.014). Conclusions: Gam-COVID-Vac vaccination prevents SARS-CoV-2 new coronavirus infection in students, who do either professional or amateur sports. Professional athletes had weak toleration to Gam-COVID-Vac vaccination. In fact, if a student had adverse reaction to vaccination, he coped with the disease worse in case of infection. The deterioration in physical wellness after experienced coronavirus infection directly correlated with professional sports. Tobacco smoking worsens the course of the post-COVID period in professional athletes.

Introduction. The pandemic caused by the spread and the necessary transition to e-learning as well as using distance educational technologies has actualized the problem of the professional competence of a school and college teacher. One of the particular issues of the above-mentioned problem is the juridical competence of a teacher in the context of a rapid digital transformation of the educational space. The purpose of the article is the theoretical understanding of the digital transformation of the juridical competence of a teacher in the context of digital overcoming of the educational consequences of the pandemic. The article actualizes the conceptual collisions of digital competence, as well as the core of the juridical competence of a teacher who has to get over with professional problems in the context of the development of digital transformation. Research methodology and methods. An analysis of the researchers works devoted to of the digital transformation of the educational system, instructive-methodological and state educational documents showed the need to review the content of the juridical, as a component of the professional, competence of a teacher in solving everyday professional tasks in the context of digital transformation. The article gives a local analysis of modern educational legislation and interstate legal acts regulating the common spots between digitalization in education and the professional competence of a teacher. Research results. As a result of the research, there was a thesis formulated about the systemic links of digital and juridical competence of a teacher. Conclusion. The part of the research devoted to the professional competence of a teacher contains a conclusion according to which the digital transformation of the professional competence of a teacher does not only consist of the methods and actions in information and communication sphere, digital environment, but also affects the key components of professional competence, including the juridical one.

The requirements of the modern system of general education determine the need to give the training of a studying pedagogical university a practical-oriented nature. Thus, the issue of how to involve teachers of general education organizations in the training process is updated. The purpose of the article is to substantiate the identified prerequisites for involving teachers of general education organizations in practical-oriented training of students in pedagogical areas, as well as to reveal the potential possibility of implementing the plan. Research methodology and methods. The foundations are a practical-oriented approach to the implementation of educational programs in the direction of «Pedagogical Education», a problematic approach that involves targeted search activity of new solutions, research in action. Applied methods: analysis of special literature, study of experience, survey, pedagogical modeling. Conclusion. A method of structuring the content of training in a task form is justified, which allows you to control the process of conscious mastery by students of pedagogical activities, to constructively approach the mastery of professional actions. It is shown in various ways that the implementation of the proposed method requires the involvement of teachers. Based on the survey data, the potential of teachers to be involved in the training of students in pedagogical fields is analyzed and conclusions are drawn about the existing reserves of motivation. A proposal is made to create vocational training platforms as new forms of vocational and educational cooperation between teachers, teachers and students, their model-semantic description is given.