The progressive mankind has realized that medicine has only relative possibilities in the elimination of the results of destructive processes in the human body and mind, whereas preventive measures, propaedeutics, physical education and sport and other forms which eliminate causes rather than effects are more effective. Experimental work aims to verify the effectiveness of pedagogical conditions, which assure the process of developing healthcare competency in future teachers. The research is based on a hypothesis that healthcare competency of future teachers can be successfully developed under the following pedagogical conditions: enhancing future teachers' motivation; creating learning space; designing the content of training based on interdisciplinarity; accomplishing pedagogical tasks with healthcare content; organizing students' extracurricular activities based on their diversification; implementing healthcare self-development during professional training. The first experimental group (EG 1) comprised 95 respondents, the second experimental group (ЕG 2)-99 respondents, the third experimental group (ЕG 3)-97 respondents; the first control group (CG 1)-101 respondents, the second control group (CG 2)-105 respondents. Results. The high level of healthcare competency formation in EG 1 (33,68%) exceeds similar figures in CG 1 (20,79%) by 12,89%. In EG 2, this difference in comparison with CG 2 amounts to 20,17%. In CG 1 and CG 2, there were many respondents at critical and low levels-46.53% and 53.33% respectively. In EG 1, EG 2 and EG 3, the number of respondents at critical and low levels ranged from 21.63 to 25.26%. Conclusions. Healthcare competency is successfully formed in the process of realizing the developed system and implementing the determined pedagogical conditions. Conclusions. Healthcare competency is successfully developed in the process of realizing the developed system and implementing the determined pedagogical conditions.

Lifetime employment of specialists in physical education and sport is possible only under the conditions of enhancing their professional self-development, whose essential component is innovative activity. The article aims to identify the current level of innovation of professional activities of specialists in physical education and sport. It is also essential to determine the main characteristics of the innovation indicator during professional self-development of specialists in physical education and sport. The selected psychodiagnostic methods have made it possible to diagnose specialists in physical education and sport and reveal the main characteristics of the innovation indicator, namely, average, quadratic deviation, asymmetry and excess. The paper also used following methodologies: self-efficacy diagnosis, the level of subjective control and the style of response to changes. The research sample comprised of specialists in physical education and sport of different age groups, with different experience and qualification degree. In total, the study involved 209 participants. The total dispersion of the selected factors for the research groups with a prevailing conservative style is approximately 61%. The development of capability for innovation in specialists in physical education and sport involves enhancing their psychological qualities such as particular sensitivity to professional changes, readiness to take risks and be responsible for possible failures, independent judgment while taking professional decisions, focus on personal and professional self-development, willingness to search for new professional ideas.

The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

Nowadays, sport gives more consistent results than in the past. Therefore, it is important to use sports achievements in physical education of pupils and students in order to increase physical potential of the mankind. The research aims to theoretically justify and experimentally verify a pedagogical technology of training future teachers to organize school sport. Physical training can be considered effective if a relevant technology has been introduced. This technology should consist of the following pedagogical conditions: applying sports and physical education; conducting workshops (practice-oriented training); strengthening joint efforts of subject lecturers; organizing active forms of research activities; conducting systematic monitoring and evaluation; providing lecturers and students with educational and methodological literature. Methods: pedagogical observation, modelling, interviewing, diagnostic interviews, questionnaires, expert evaluation; pedagogical experiment; methods of mathematical statistics. Three experimental groups (56, 30, 27 respondents) and three control groups (55, 30, 29 respondents) were formed. The overall results obtained from control and experimental groups during the formative experiment show positive dynamics of changes in experimental groups. The formulated conclusions verify the research hypothesis that the proposed technology can significantly increase readiness of future teachers to organize school sport provided it has been introduced into practical activities of higher education institutions.

One way to increase the effectiveness of a mobile-oriented learning environment is to use augmented reality technology, which enables the integration of real and virtual learning tools using mobile Internet devices. The purpose of the article is to theoretically substantiate the use of augmented reality technology in physics classes. The article describes and substantiates the relevance of the application of augmented reality technology, considers possible uses of this technology in the educational process, in particular in terms of mobile distance learning. Examples of mobile applications aimed at practice-oriented learning using augmented reality technology are described. Examples of real educational systems that allow to study the disciplines of physical orientation on the basis of this technology are considered. It was found that augmented reality technologies stimulate the educational process and provide the opportunity to implement knowledge in both humanities and natural sciences. This technology expands the educational process towards clarity and motivates the student to further study the material. Visual education is the best thing that can be offered to modern students, which will contribute to the development of scientific and technological progress. The introduction of augmented reality technology makes it possible to improve the quality of education by motivating students to self-study, increasing audience interest in educational material, developing a desire to use modern interactive technical capabilities and technologies, replacing textbooks and laboratory equipment with multimedia computer models. distance learning.