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The article deals with studying the process of forming physical education teachers' pedagogical mastery in the context of native and foreign scholars' views. It has been indicated that the problem of pedagogical activity and pedagogical mastery efficiency has been raised in the works of a number of scholars who developed the principles and criteria of such activity. Thus, such native pedagogues as D. Dmytrenko, S. Krysyuk, I. Maslikova V. Putsov, A. Volovychenko studied the organization and evaluation of pedagogical and methodical work of teachers as well as the measuring of teaching management effectiveness. We have concluded that the forming of future physical education teachers' pedagogical mastery should include the analysis of the education content (syllabi; general, psychological and pedagogical, special subjects; their comparison and volume, etc.) and the study of future physical education teachers' personality. It is based on the use of general approaches, namely, historical, theoretical and descriptive, experimental, qualimetric (sociological) and is carried out within the diagnosis of a more general concept--a level of professional training (professional competence, the ability to obtain and generate new knowledge, to creatively solve pedagogical problems).

It is extremely important to reconsider psycho-pedagogical experience in the problem of intellectual education that is mainly highlighted on the pages of the leading periodical "Sovetskaya Pedagogika". The research hypothesis is the possibility of using the pedagogical experience of the journal's co-authors to justify the basic principles of neuropedagogy, which became widespread after its publication had ended. The research aims to identify and generalize the main areas of intellectual education on the pages of the journal based on a holistic retrospective analysis of professional publications and, thus, identify the factual material and theoretical approaches which have formed the basis of modern neuropedagogy. Research methods involve a set of general scientific and psychopedagogical methods: systematic search methods (identification, theoretical analysis and systematization of historical-and-pedagogical works and materials of pedagogical periodicals); historical-and-retrospective methods (analysis of the content and characteristics of reflection and solving of problems related to intellectual education on the pages of the journal); comparative methods (comparison of events, phenomena and facts mentioned in the journal, in particular, the views of national and international theorists and practitioners on the problems of intellectual education, which have formed the basis of modern neuropedagogy). In the paper, theoretical generalization and a new approach to solving a topical problem of generalizing the main areas of intellectual education on the pages of the periodical, namely, the problem of intellectual education in the context of developing an idea on the individual's harmonious development; a comprehensive approach to the problem of intellectual education on the pages of the periodical; the problem of intellectual development as the basis of intellectual education on the pages of the periodical "; promotion of cognitive activity and independence as an effective means of intellectual education; pedagogical views on the problem of intellectual education on the pages of the periodical; foreign experience in promoting intellectual education on the pages of the periodical have been presented. The stages in the history of forming and developing the periodical "Sovetskaya Pedagogika" (1937-1991) have been concretized following the status and subordination. Particular facts, concepts and problems of the prominent educational journal in the context of establishing the ideas of neuropedagogy and neuropsychology have been specified. The significance of pedagogical periodicals as an important source of psycho-pedagogical research has been justified. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]