<p><em>The purpose</em> of the study was to develop individual factor models of physical preparedness of high-level volleyball players of different game roles. <em>Matherial and methods</em>. The study was attended by 12 players of the Kharkiv woman women team in Kharkiv Volleyball players were tested for 10 indicators of pedagogical pedagogical testing: Running to 4 points; Running for determining the speed of movement along the volleyball court at a distance of 30 m (9-3-6-3-9 m); Jump in height from place; Jump in height from run; Throwing a stuffed ball from the starting position sitting; Throwing a stuffed ball from the starting position is lying; Lifting of the body from the position lying on the back for 20 s (number of times); Elevation of body from the position of lying on the stomach for 20 s (number of times); The flexion-extension of the hands in the emphasis lying for 20 s (number of times); Leap length from space. The obtained data were mathematically processed using factor analysis methods, on the basis of which the individual factor models of players were constructed. <em>Results</em>. On the basis of factor analysis, the structure of qualified volleyball players' preparedness was determined, in which four expressed factors were expressed: speed-strength training, relative strength, special endurance, high endurance. The model of the belonging of the players to the role is determined according to the determined factor structure: in the attackers of the first pace, the following factors are factors such as speed-power preparedness and relative strength, at attackers of the second pace - speed-power preparedness and fast endurance, fast endurance and special endurance, in Libero - relative strength and special endurance. <em>Conclusion.</em> Using the developed scheme, the individual factor models of players and the developed scale of assessments of the test indicators, one can determine the individual potential opportunities of different players to the game in different roles.</p>

to develop a training technology with the application of music at rugby training of 16-17-year-olds players.

Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.

The article theoretically substantiates and experimentally verifies the validity of the developed diagnostics by the method of contrast groups. The relevance of such a study is determined by the lack of development of the problem of diagnosing grammatical aspects of speech in preschool age for Slavic (inflected by nature) languages. It is proved that for a preschool child in the first stages there is no speech activity separately from the subject, so the object of its orientation is not speech activity, but a single semantic whole, an event that is presented in a sentence (sometimes a phrase, discourse). In the following stages, the child's attitude to speech reality changes. This reality is already special, different from the subject. For all stages of speech and speech development of the child is typical limited and unstable nature of orientation to certain aspects of linguistic reality, when the pre-schooler focuses on either the semantic or formal side of speech. At the end of the senior preschool age, gender differences in children's use of adjectives are the most significant. The reason for the active use in speech of adjectives by girls we see both in the psychological characteristics and gender guidelines of adults around them (active use of nouns and adjectives with hypocritical-diminutive suffixes).

The process of professional development of a future teacher cannot be successfully carried out without its combination with advanced foreign technologies of professional training and their reflection in domestic state and regional programs of the development of pedagogical education. Progressive achievements of the foreign countries (Germany, France, Canada, Denmark, the Netherlands, Finland, etc.), which demonstrate a high level of professional training of teachers in accordance with world standards; preserve the rich historical traditions of education, which ensures their leading role in the scientific and educational field; have accumulated significant experience of training teachers in new socio-cultural conditions present particular interest. The professional training of future teachers in these countries is used as a flexible element of professional and personal development of a person throughout life. The article identifies the main trends in the training of future teachers in Germany, France, Canada, Denmark, the Netherlands, Finland and others in the context of their personal and professional development and its adaptation to the conditions of professional training of future teachers in the domestic educational space of higher education institutions. Foreign experience in the training of future teachers has opened up new opportunities to improve the system of professional development of future teachers in Ukraine.