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 addresses an acute problem of contemporary psychology-theoretical and empirical study of authenticity development of psychology students. The articles describes awareness of authenticity of psychologists as a professionally important integral personal characteristic based on a theoretical analysis of existing approaches in Ukrainian and foreign psychology. This construct implies respectful attention and fair treatment of oneself and own feelings, recognition of own value which makes clients feel that they are understood and accepted. This helps clients understand and accept their own feelings, learn to trust themselves, find strength to realize their own uniqueness, and acquire the ability for self-development. The Authenticity Scale methodology by Alex M. Wood, P. Alex Linley, J. Maltby, M. Baliousis and S. Joseph was used in an empirical research of the authenticity development features in future psychologists-Bachelor's degree graduates (adaptation of S. Nartova-Bochaver, V. Bardadimova). The basis for this methodology is personality focused understanding of authenticity, which has three levels: self-alienation, authentic living, and acceptance of external influence. Quantitative and qualitative analysis of the obtained results show that most students-future psychologists have high level of awareness of their authenticity. At the same time, a majority of students show dependence from thoughts, evaluations and expectations of their environment, as well as insufficient level of understanding of themselves and their inner world, which, in turn, can lead to self-alienation. There is also correlation between empirical indicators on the Authenticity Scale and respondents' age. It has been established that with age the level of authenticity awareness, the ability to uphold own beliefs and live in accordance with own values gradually decreases.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.