Introduction. Although the effect of the fat mass and obesity-associated (FTO) gene on adiposity is well established, there is a lack of evidence whether physical activity (PA) modifies the effect of FTO variants on obesity in Russians. Therefore, the purpose of this study was to examine PA influences and interactive effects between FTO variants and PA on measures of adiposity in Russians. Materials and methods. 110 Russian males aged 22–52 years old were examined. Anthropometry: height and weight, waist and hip circumferences were taken. The whole-body impedance was measured on the right-hand side of the body using the bio­impedance meter ABC-01 ‘Medas’ (SRC Medas, Russia) according to a conventional tetrapolar scheme at a frequency of 50 kHz. For each subject participating in the study, the genotype was determined by the polymorphic systems of the T/A (rs9939609) polymorphism of the FTO gene (Lytekh, Moscow). Results. Participants who did not engage in regular PA exhibited higher BMI, fat mass, HC, and WC with statistical significance (P ≤ 0.01). Although significant asso­ciations between the three FTO genotypes and adiposity measures were found in the sedentary group. There were no significant associations between FTO genotypes and obesity-related phenotypes in the PA group. Conclusion. Comparison of morphological parameters in carriers of alternative genotypes in two subgroups with different lifestyles makes it possible to conclude that the A allele determines a greater tendency to accumulate fat in cases where there is no regular physical activity.

Aim. The article aims to evaluate the effectiveness of dynamic control of the workload during PE activities in special medical group students (SMG) using heart rate (HR) monitors. Materials and methods. The research involved 30 students with chronic pathology of the organs of vision, respiratory, cardiovascular, musculoskeletal, nervous and genitourinary systems. Control (CG) and experimental groups (EG) were formed of 15 people each. Before the beginning of the research, the intensity of physical activity was selected individually for each girl. During the training session, the load level in the control group was selected by the results of operational control, while in the experimental group it was chosen by means of dynamic control. The effectiveness of dynamic control was established by the comparative analysis of indicators of functional abilities, physical development and physical fitness of students. Results. During the research process, the average value of the chest circumference increased by 2.7% in CG and by 4.8% in EG, indicating an improvement in respiratory function. Despite the absence of statistically significant differences in this indicator, it should be noted that the chest circumference increased more in the experimental group. In the experimental group, a greater increase was noted in other indicators of the respiratory system. During physical activity, the average heart rate decreased by 4.8%  and 7.1%, SBP by 7.7% and 11.1%, DBP by 6.2% and 6.3% in CG and EG, respectively, indicating an improvement in the cardiovascular system. SBP indicators were significantly lower in the experimental group. For other indicators significant differences were not revealed but it should be noted that in the experimental group the decrease was more significant. The increase in physical fitness in female students of both groups was registered in all eight indicators. The most significant increase (P<0.01) was noted in exercises for general and special endurance. In the experimental group, the increase was from 8 to 77 %, in the control group, from 4.6 to 52%. Conclusion. Dynamic control of training load using heart rate data obtained with heart rate monitors provides a more significant increase in physical fitness and body functions of SMG students, improves the efficiency of physical education management, provides an individual approach to the load control, as well as feedback during the training session and the possibility of choosing physical education methods.

Purpose: The ideas of integrity, unity, systematic organization of teacher’s work allow presenting the work of the teacher – a complex pedagogical reality – in the form of the unity of three interrelated spaces: the teacher’s personality, pedagogical activity, and pedagogical communication. Methodology: The analysis of the works of national and foreign experts devoted to the study of competences and competencies shows convincingly that, first of all, this phenomenon is associated with professional activity. A natural continuation of the study of competence problems in the late twentieth – early XXI century is the scientific and practical interest in the possibility of forming and developing competence in a specially organized environment. Result: For the authors of the article it is important not only how the teacher develops his pedagogical competence in the process of professional activity, but also how it increases the effectiveness of the educational activity of the student. Discussion. In our opinion, the basic competencies of a teacher of a professional educational institution should reflect the culture of the teacher and are divided into professional-pedagogical, social-motivational, information, communicative, creative. Special competencies integrate the knowledge of the teaching subject and methods of teaching, are divided into objective, content, design, reflexive, monitoring. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of the development of teacher's pedagogical competence in the conditions of professional educational organization is presented in a comprehensive and complete manner.

Aim. The article deals with assessing the effect of different types of motor activity performed during physical education classes on myopia development. Materials and methods. 42 female university students aged 18 years participated in the study. All participants are characterized by acquired uncomplicated myopia. Three homogenous groups of fourteen were formed. The first group performed Nordic walking at PE classes, the second group used a fitness game (Just Dance), the third group was exempted from attending practical PE classes. All female students underwent an ophthalmic examination at the beginning and at the end of the study. The level of physical development and functional abilities of the body was established in all participants. The assessment was conducted based on the dynamics of indicators. Results. It was established that Nordic walking and lessons with a fitness game (Just Dance) did not influence significantly myopia development (р > 0.05). In the first group, myopia development was registered at the level of 0.34 diopter/year, and in the second group – 0.31 diopter/year. However, the comparison of the data obtained with those of the third group revealed a statistically significant difference (р < 0.01). Myopia development in the group exempted from attending practical PE classes was 0.75 diopter/year. Positive dynamics in motor coordination was registered in 57.1% of the first group and 64.3% of the second group. The majority of people from these groups demonstrated an increase in the indicators of the muscular strength of the leading arm and chest excursion. Moreover, more significant changes were registered for the group with a fitness game (Just Dance). The indicators of the third group remained at the same level or even worsened. Conclusion. Different types of motor activity at PE classes reduce  myopia development approximately in the same way. A negative dynamics reveled for certain indicators in the third group can be probably determined by the deficit of motor activity due to huge academic load.

Socioeconomic transformations in the country, accompanied by the search for a reasonable model of social progress and human resource management put the problem of managing the innovative potential of the teacher in the first place. At the moment, this question remains open. There is also no management model that includes not only the specifics of the interconnections of the management stages, but also the dynamics of the process personal characteristics. This article clearly defines the prospects for the formation of management theory practice and psychology, the development of the subject innovative potential in the areas of professional activity.