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.

A scientific understanding of building a rational system of long-term training for footballers in Ukraine, as well as ways of its practical implementation, should rely on foreign experience in this field to be effective. The article aims to theoretically and methodologically justify foreign experience in building a rational system of long-term training for footballers. Each country demonstrates its options for solving this particular problem. The countries occupying leading positions in European football have well-established organizational and management systems for training and selection of athletes in the process of long-term improvement. In general, all of the above-mentioned countries use similar systems with their own specifics stemming from national traditions, economic and logistical conditions. Differences in the training of footballers from different countries are due to the different role and degree of participation of governmental, non-governmental and private structures.

The article analyzes the main forms and methods of professional training for future physical education teachers in Switzerland, the USA, Germany, Austria, Norway, and the UK. These countries have been chosen owing to their effective methodical systems. Both original sources and receptive experience of Ukrainian researchers have been taken into account. Therefore, the article aims to select innovative methodical tools that are not widely used in Ukraine. Importantly, the article adheres to a transformational and innovative approach to objectification and prediction of educational changes, as well as to comparative, summarizing and other theoretical methods. Consequently, it has become possible to identify innovative features of professional training for future physical education teachers in the above-mentioned countries and outline potential changes in Ukrainian education after borrowing relevant experience and implementing it within the traditional lecture-seminar system. Furthermore, the article addresses the problem of methodological diversity, as well as the prevalence of axiological approaches over those closely related to physical education and its methods. The international relevance of the article lies in summarizing innovative approaches used in different countries to forms and methods of professional training of future physical education teachers. It will allow one to comprehensively or selectively borrow this experience to improve education in the countries dealing with transformational changes.

The transition to a 12-year education system is predetermined by the increase in the amount of knowledge that pupils need to acquire as part of their school preparation. This requires a review of the attitude towards holding regular sports events. An increase in the mental workload for the full perception of educational material can be achieved under the condition of regular sports, attraction to which should be formed among pupils already in elementary classes. A balanced combination of physical exercise and brainwork makes it possible to increase the common load in both areas of activity. The pupils‟ performance in their recovery depends as much as possible on the level of concentration of their attention, which is achieved by combining the learning load with light physical exercises during lessons, which contributes to active rest and improvement of the general level in the perception of educational material. Thus, the ability of primary school teachers to ensure that pupils conduct sports and mass work directly and actively affects the performance of the primary school as a whole. Sports and mass work in primary school is an important form of study in the system of physical education of pupils. It is organized and conducted in accordance with the general purpose and tasks of physical education, contributes to the development of the physical and mental personality of junior pupils. As physical education lessons and organized physical exercises in the day mode, sports and mass work has its own specific tasks, therefore, it is filled with specific content, performs important functions in the system of physical education of junior pupils. Tasks are unleashed on satisfying the needs of junior pupils in regular classes and in identifying their physical potential in competitions with the help of various forms of sports and mass work.

Such aspects as an over-use of modern information technologies, low physical activity of younger schoolchildren, destruction of their axiological knowledge and age-related functional changes in their body systems have negatively affected their health. Consequently, the problem of promoting a healthy lifestyle among primary school pupils as one of the key competencies specified in the State Standard for Primary Education remains rather relevant. This research aims to reveal the content, forms and methods of promoting a healthy lifestyle among primary school pupils in the second half of the 20th century - the early 21st century based on comprehensive retrospective analysis and identify the main areas of applying certain constructive experience in today’s education. Besides, it presents the results obtained from a comprehensive study of promoting a healthy lifestyle among primary school pupils (the second half of the 20th century - the early 21st century) based on an analysis of scientific literature, archival sources, as well as relevant theory and practice. It specifies such basic concepts as “health”, “healthy lifestyle”, “promoting a healthy lifestyle” and “promoting a healthy lifestyle among primary school pupils”. Also, it identifies those factors (socio-economic, educational, health- and hygiene-related, socio-cultural) that have influenced the promotion of a healthy lifestyle among younger children in the period under study. It justifies the author’s periodization of promoting a healthy lifestyle among primary school pupils from the 1950s to the early 21st century (2017), which consists of the following three stages: Stage 1 (1950-1969) - the preparatory stage; Stage 2 (1970-1990) - the transformational stage; Stage 3 (1991-2017) - the updating stage. The research also suggests the ways of using ideas of the historical and pedagogical experience in promoting a healthy lifestyle among primary school pupils in the context of today’s reforms in education.