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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.

Introduction. Competitiveness of a specialist is determined by the demand for a graduate of a higher educational institution in the labor market. The article discusses the problem of competitiveness of personality in the works of modern domestic and foreign researchers. The General vector of orientation of the educational system in different periods of development of the Russian society is considered, the necessity of harmonization of the purposes promoting formation of the competitive personality is proved. The important role of the educational environment in the formation of socio-psychological properties associated with competitiveness is noted. It is noted that currently the psychological literature does not provide enough research on the problem of competitiveness of the individual, the factors (external and internal) that affect the development of the competitiveness of the future specialist have not been studied.. In this regard, the need for scientific research of the influence of competitive/non-competitive educational environment on the professional development of the future specialist is actualized. Materials and methods. The article is to be regarded as an analytical review, where an attempt is made to systematize scientific psychological knowledge on the problem of competitiveness of the future specialist. The main method of studying the competitiveness of the individual in terms of educational and professional space of the University is the method of theoretical analysis of scientific psychological foreign and domestic works. The methodological basis for studying and forming the competitiveness of graduates is the competence approach.Results. Various definitions of the competitiveness of a specialist are considered, the most generalized definition is presented. The theoretical analysis showed that competitiveness is considered to be a quality of personality; as a set of key competencies; as a set of personal, professional and polyprofessional components. The psychological properties are listed, the role of which in the formation of competitiveness is the most significant, the importance of regulatory and motivational characteristics in the structure of the competitiveness of the personality of students is emphasized.The analysis of foreign studies on the influence of competitive/non-competitive environment on the level of stress and anxiety of students; on the severity of acquired professional skills. The diagnostic tools allowing to measure the competitive personality, to estimate situational or behavioral aspects of competitiveness are considered.Discussion and Conclusions. The conclusion about the need for further theoretical analysis and generalization of existing scientific research on this problem is substantiated. the need for further study of the influence of the competitive environment on the professional development of the student of the future professional is proved on the basis of the results of a few psychological studies of domestic and foreign authors. It emphasizes the need for further work on modeling the educational environment with elements of the inclusion of a competitive component, as well as the importance of studying the motivational and volitional characteristics that act as personal determinants of the development of competitiveness of the future professional.

Introduction: the article is devoted to the study of the motor sphere of preschoolers with mental retardation. The issues of complex diagnostics of physical development, motility and psychomotor children of children with mental retardation in comparison with their normally developing peers are considered. Disorders of motor development of preschool children with mental retardation are not clearly expressed, but, to a large extent, are the cause of their lag in cognitive, verbal, and social development. Special motor disorders of these children are most often the result of early intrauterine minimal organic lesions of the central nervous system. In the early stages of development of such children, disorders of muscle tone are observed, pathological tonic reflexes take place, all stages of motor development in infancy are delayed evenly. The combination of these three components results in special disturbances, which are characterized as motor ones. In children with minimal organic pathology, quite often, especially in children with mental retardation, the frontal brain regions are formed very slowly, namely, they are responsible for creating an action program and monitoring it. n this case, the child is not able to build a scheme of the motor act, does not understand what should be the movement. The reason for the difficulties in this case is not a violation of muscle tone, but a disturbance in the cerebral cortex: the child does not understand how to perform the action. In this case, there is a psychomotor disorder. These two groups of motor disorders in children with mental retardation determine the two systems of work to overcome them. There is a third group of disorders - a mixed form, when a child has both motor and psychomotor disorders. The direction of work to overcome motor disorders in children with mental retardation will depend on the nature of the disorders: motor, psychomotor, and mixed. Thus, motor developmental disorders of children with mental retardation may have a different nature, it is necessary to carefully study the characteristics of the motor sphere of these children and implement a differentiated approach to overcoming its disadvantages.Results of the research: the article presents the results of the study of the motor and psychomotor functions of preschoolers with mental retardation, indicators of their health and physical development. A comparative experimental study of the characteristics of the motor sphere of preschoolers with mental retardation and their peers who attend mass groups of the kindergarten allowed to draw some conclusions about the specific shortcomings of the motor development of children with mental retardation. Most children with mental retardation have quite serious impairments in their state of health, are lagging in physical development: they have disproportions in their height and weight, reduced muscle strength in their hands, and insufficient lung capacity. Motor skills do not meet age norms: speed and power characteristics of movements, dexterity and coordination abilities are most reduced. Indicators of psychomotor development, especially the dynamic and spatial organization of movements, are lower than those of peers who attend mass groups in kindergarten. These deficiencies are the result of early organic damage to the central nervous system or its functional immaturity. As a result of studying the state of motor skills of children according to N.I. Ozeretsky revealed some important facts: when performing certain tests (for simultaneity of movements, speed of movements, dynamic coordination of movements) and children with mental retardation, and children from large groups showed equally poor results. This indicates a general trend of deterioration of the motor development of modern children, especially those living in the megalopolis. As part of the neuropsychological research, three groups of children with mental retardation in terms of the development of movements and actions were identified, which can serve as the basis for the implementation of a differentiated approach during remedial work. The application of the method of age cuts allowed to conclude that there is a certain positive age dynamics in the formation of motor and psychomotor children with mental retardation, but there is a difference in the sensitive periods of motor skills formation in children with mental retardation and children with normal development. If in normally developing children, at the age of five, the basic motor skills are practically formed, then in children with mental retardation they are formed only by six to seven years and later.Discussion and conclusions: the article proposed a diagnostic program for studying the characteristics of the motor sphere of preschoolers with mental retardation. Comprehensive diagnostics of the motor development of children with mental retardation is necessary to take into account the individual characteristics of children in the organization of physical education and to implement a differentiated approach in physical education and other motor exercises. Based on the characteristics of the contingent of children with mental retardation, the following system for diagnosing motor development was proposed: an individual assessment of the physical development and functional state of the organism of children of preschool age; assessment of children's physical fitness; study of children's motility using metric tests N.I. Ozeretsky; study of the characteristics of the psychomotor development of children using neuropsychological tests for the study of movements and actions adapted for preschool children with mental retardation. Thus, a combination of qualitative and quantitative assessment of psychological and pedagogical data on the level of development of the child’s motility, dynamic observation and comprehensive neuropsychological research allows most accurately and fully assess the overall psychophysical development of the child, the state of his motility and psychomotor system, predict future development and determine the best ways psychological and pedagogical correction.

Introduction: the role of life path research is connected with the problem of inculturation, ensuring the transfer of spiritual values and traditions from generation to generation, ensuring the development of society. In contrast to the period of youth, late adulthood is rarely the subject of scientific research on the problem of life course. But the study of the specifics of this age is important for determining the mechanisms of personality formation, analysis of the possibilities of its potential development, clarification of sources and mechanisms of self-development. The growth of scientific interest in the semantic aspects of older people's ideas is useful for the prevention of ageism. Materials and methods: the purpose of the first stage of the study is to determine the content of the life path in the representation of women in late adulthood. We used the semi-structured interview method. The data is processed using the categorization method. 15 women from 55 to 90 years took part in it. The purpose of the second stage of the study was to identify gender and age-specific perception of life in late adulthood. We used the method of "life Line"and the method of MLO. The data obtained were processed using a single-factor analysis of variance and correlation. The respondents were 70 women and 30 men aged 55 to 90 years. Results: we have established that ideas about the way of life have event and semantic content. The past is the most intense period. The time perspective of the future is narrowed at this age. The period of the present is filled with existential themes. Gender perceptions on the lives of identified age-related problems. We have revealed a tendency to increase the number of negative events with age. We found that with age, older people are more likely to focus on childhood memories and the current state. Discussion and Conclusions: in part, the results are consistent with the theoretical facts about the period of late adulthood in personality psychology. They form the basis for psychological support of elderly women, which will be based on the principles of optimization of psychological wellbeing, non-traumatic understanding of life events, strengthening intergenerational solidarity.

The article analyzes research approaches to the understanding of attachment in child-parent relations in ontogenesis, describes the factors and mechanisms of its influence on the formation of self-consciousness and self-concept of children and adolescents. The authors present data from our own empirical studies of self-concept of adolescents depending on the type of attachment to the mother. Theoretical analysis of researches on this problem allowed the authors to use the criteria of the type of attachment to the mother of a teenager, on the basis of the scales of the questionnaire "Adolescents about parents". The empirical data obtained by the authors ptram components of self-concept shows that the smallest capacity is the group of securely attached adolescents, comprised of 18 %. subjects. The analysis of the gender dimension of adolescents ' attachment to mother showed that in the subgroup of boys dominated by contravisory adolescents in the subgroup of girls codependent Teens. Analysis of empirical research on self-concept of adolescents with different types of attachment to the mother allowed the authors to identify its qualitative features, the degree of its harmony, integrity, detalizirovannoi, consistency.

In the article raises the question about the possibilities of primary school age in terms of personal development of self-regulation, revealed this concept from the position of the ideas of different researchers. The authors analyze the results of his own empirical research of gender-specific manifestations of personal self-control in the primary school age. Theoretical analysis of research on the issue has allowed authors to modify the questionnaire "Self-regulation", developed by Konopkinym A.K. and Osnickim O.A. Experienced data received enabled the authors to argue that most developed components of personal self-control are: listening to explanations and listening to the comments of the teachers; uniform distribution of their forces on the fly; planning their affairs and actions; the go validation job execution; goal-oriented, i.e. the desire to the result; bringing the case to the end; separate action; activity. Differences in the manifestation of the personality of boys and girls.

The article examines research approaches to understanding self-attitude between the older preschooler as a unity of values and emotional attitude and self-evaluation, specifics of age development of self-evaluation, its factors and mechanisms. The authors consider and generalize the study of the emotional aspects of the interaction of the mother with the children as a factor of formation of self-attitude of child in early ontogeny. The author provides an empirical study which sootnositsya the characteristics of maternal interaction and aspects of the attitude of the older preschooler. The authors establish a statistically significant, but ustavima trend depending on the level of self-evaluation of pre-school children from the characteristics of the emotional interaction between mother. Identified two-factor structure of emotional ways of interaction between mother and child was marked by the authors as "emotional response" and "emotional support", connected with self-esteem and self-acceptance older preschoolers, respectively.

The paper presents theoretical and experimental study of children's subjectivity in the age of transition from preschool to primary school age. Contains an analysis of the development of subjectivity of the child in the age of transition from preschool to primary school age. The process of personality development is seen as a movement from doobjective to presubject and resubjected levels. Presents the results of an empirical study of the development of subjectivity of the child under the influence of the family environment, personality traits and communication parents.