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Introduction. The interest of the scientific community in the issue of ontogeny of subjectivity in the era of changes in all spheres of life, the reform of national education associated with the digitalization of education and other challenges is growing again. The problem of psychological support for the formation of subjectivity during the period of study at school is of particular relevance. It is subjectivity that is an integrative characteristic of a student's personality associated with transformative activity and the achievement of one's own goals. Subjectivity determines how a person interacts with the surrounding world and people, how he defends his position in interaction with people and society as a whole. The personal and professional choice of a student is associated with the ability to understand and model possible alternatives to his life path and to be responsible for the results. In primary school age, there are personal prerequisites for the development of subjectivity. The components of subjectivity in the structure of a student's personality are his features, such as the presence of an educational and professional motive, a motive for achievement and development, responsibility for one's actions and decisions, the ability to control oneself in a variety of situations, including difficult life situations, and an active behavioral position. School education, which includes not only the pedagogical influence on the student, but also his subjective educational activity, involving his active participation in building his own personality, is precisely the space that bears a great semantic and functional load from the point of view of the formation and development of intrapersonal mechanisms and formations. The creation of "correct", creative conditions for the education and development of a child in the process of schooling is a significant moment in the work on the formation of his subjectivity, including in relation to the choice of a professional path. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates.Materials and Methods. The article is an analytical review with elements of a pact research, where an attempt was made to systematize scientific psychological and pedagogical knowledge on the problem of the formation of subjectivity during the period of schooling. To study this personal characteristic, we conducted a theoretical and empirical study. The formation of subjectivity is due to the development of self-awareness and the motivational-semantic sphere of the individual. The most important, from our point of view, are such criteria for the development of subjectivity in a student as motivational indicators, the ability to reflect, the nature of interaction with adults, and the level of self-regulation. In accordance with the criterion-level approach, we identified three levels of development of the subjectivity of schoolchildren: low, medium and high.Results. All selected and studied by us criteria of subjectivity of primary and secondary schoolchildren are in the stage of active formation. That is why this study is of a trial, pilot nature. The data we have obtained demonstrate only the existing trend in relation to the personal development of children at certain stages of schooling. That is why the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement.Discussions and Conclusions. The conclusion is substantiated that the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement, which is a promising direction for further theoretical and empirical research. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates. Based on the results of the study, we consider it necessary to create meaningful and systemic conditions conducive to the development of the child's ability to subjective activity, awareness of himself and his life. The conditions are listed, that allow the development of the child's internal potential as a subject of his own activity in various aspects, not only educational, but also extracurricular, conducive to creative activity and self-development.

Introduction. At present in Russian society the problems of professional higher education in the field of physical culture and sports, changes of goals and content of training of trainers in connection with new social tasks are actively discussed: Promotion of a healthy lifestyle of the Russian population, formation of new life values, strategies and attitudes in society, building a course to extend the active life of Russian citizens and improve the health of the younger generation of Russians, development of health of saving technologies for the population, etc. The article justifies the need to develop a new approach to education of students of faculties of physical culture and sports, discusses the need to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students.Materials and methods. The article is an analytical review, where an attempt was made to systematize scientific psycho-pedagogical knowledge on the problem of training of the trainer in the system of higher vocational education. The main method of studying the problem of professional training of the teacher - trainer is the method of theoretical analysis of scientific pedagogical and psychological works in the works of domestic authors. It is noted that professional training of the teacher - trainer should be based on certain principles which are justified and disclosed in this article.Results. The content of professional activity of the teacher-trainer is considered and described, professional competences which he should possess as a professional are defined; Content, methods and means of training teachers in physical culture and sports. The results of the survey of students of the Faculty of Physical Culture and Sports of the Nizhny Novgorod State University named after N.I. Lobachevsky concerning their training and obtaining professional knowledge and skills in the psycho-pedagogical field are presented. The necessity to develop a new approach to education of students of faculties of physical culture and sports, the necessity to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students is justified.Discussion and Conclusions. The conclusion on the need for further theoretical analysis and synthesis of available scientific research on this problem is justified. On the basis of the results of few psychological studies of domestic authors, the need for further study of the problem of vocational training is proved. teachers-trainers. Prospects for the development of vocational higher education in the field of physical culture and sports have been defined. The conclusion that traditional approaches to training of the trainer-teacher in the system of higher school require revision, and the process of education - meaningful and organizational reform is justified.