The Master's Paper focuses on the analysis of peculiarities of early childhood music education in the family. Although it is recognized that the initial stage of human life is significant in many respects, especially for the formation of synapses in the brain, unfortunately, little research, assessment, especially from a musical point of view, has been carried out in relation to such processes in the family. In order to increase the efficiency of music education, it is necessary to pay attention to playing music at the earliest (up to three years old) age, and therefore, it is essential to give consideration to the phenomenon of playing music in the family. The leading questions to reveal the relevance of the pedagogical problem are the following: What is early childhood music education supposed to be at home so that it is the most efficient, how to assure favourable conditions for the development of children's music abilities, how to achieve unity between child's music education in the nursery and at home? The object of the research – children's playing music at an early age. The aim of the research – to investigate peculiarities of children's playing music in the family at an early age. The objectives of the research: To reveal theoretical backgrounds of early childhood music education; To ascertain the attitude of parents whose children attend kindergartens in the city of Vilnius to early childhood music education; To disclose opportunities of playing music in the family; To provide recommendations for promoting playing music in the family. Research methods applied: analysis of scientific literature and literature on methodology, written survey of parents, interview, and quantitative and qualitative research data analysis. The research data revealed that it is very important to teach children music in early childhood, because it is the time of formation of new synapses in the brain, which later are complicated to reorganize. It the time of formation of music abilities, musical intelligence – therefore, the sooner the better. Since the first institution of education for children is usually the family, therefore a personality is primarily developed in the family. According to psychologists, the presence of positive interrelationship, warm atmosphere in the family are key factors that make an influence on child's development. Another factor of a similar environment is playing music in the family. After conducting the research the following peculiarities of playing music at an early age in the contemporary family were identified: mothers are mainly responsible for early childhood music education; family traditions of live music are transferred from generation to generation; more than half of the surveyed families state that they did not play music during prenatal development; the most popular music activities in the family are the following: live singing, listening to music records and moving according to music; the least popular activities are the following: performing and creating music; families are not very active in attending social events and using technical tools; the most popular music activities with a child of such age are fondling, rocking, swinging, picking up, winging, descending, crutching, joking; domination of artistic change (tempo, dynamics, timbres, rhythms) in families in the early childhood turns out to be diverse and even; pop music is the prevailing music style; traditional music instruments, such as the pipe, piano, guitar and drums are popular; one fourth of all the respondents indicate that their children attended special institutions of early childhood music education; the way parents treat playing music in the family as an important form of family leisure is versatile; most of the respondents agree with the statement that it is a significant form of spending family leisure. It is recommended to provide families with as much as possible of literature which is reliable and approved by specialists and promote correct playing of music in the family. Families should pay attention to which music and which way of playing music is the most appropriate for children from their birth up to the age of three, to exploit as many as possible nuances provided by music, to organize various forms of family musical performances so that all the members are involved in cultural communication and communication. A sustainable family is fundamental basis for the democratic society, the foundation of a state.
The relevance of the topic nowadays. Knowledge of the foreign languages is a relevant and an important factor, which lets for people to take part in European education, economic, social and cultural expansion. It encourages us to find out the problems of learning English language and to find the ways, which ensure possibilities of successful English language learning. So it is very important to find out the factors, which influence quality of the learning. Relevant factors are: psychological, pedagogical and social. These factors influence not only learning at school, but learning at home too. Pupil's ability to learn determines personal characteristic, surroundings (of school and home), student's, his parents' and teacher's attitude to the learning. Seeking of good education results is concerned with combine of democracy and formal education. Then it can be achieved good education results and acquired fully-fledged, well-rounded, manifold personality. That's why in this work it is written about child's education in democracy culture, about education based on love and goodness, about experiential learning; traditional English teaching and teaching based on child's experience is compared. According A. Lepeskiene (1996), child, who is open to new experience, learns mostly. The problem. Teaching is based on a subject at school, not on child's experience. Formal education nor always is concerned with child's experience, so children are lack of informal learning experience, the knowledge which is acquired in informal surrounding is not applied at school. According R. Weskamp (1999), in these latter years, in didactics of foreign language marked change happened – from scientific- technological teaching moved up to learning based on child's experience. However the question appears – is really teaching based on experienced learning and practically applied in processes of teaching, education and training? And how to do it? That's why it is very important to encourage teachers to wonder about informal, based on child's experience teaching. It is very important to research and analyse the combination conditions of formal and informal learning, and in this way to manage the quality of foreign language learning. The purpose of the research. To explore factors affecting quality management of early English language learning in primary school ( in formal and informal teaching). The goals of the research: 1. To study and to research pedagogical, social and psychological literature and validate the relevance of children's from primary school learning in formal and informal surrounding. 2. Research empirically and establish factors, which affect the quality of English language learning in primary school. 3. Provide with references how to improve early English language teaching, how to combine formal and informal learning in primary school. The research methods: 1. The analysis of pedagogical, social and psychological literature. 2. The anonymous written questionnaires used in order to research the attitude of teachers, students, parents to factors affecting early English language teaching in primary school 3. The data of the research is analyzed both quantitatively and qualitatively. For the analysis of data is used the SSPS program (Statistical Package for the Social Sciences). For the arrangement, systematization and graphic design of the researched data are used Windows Microsoft Word and Windows Microsoft Excel programs. The scope of the research. 107 pupils, 74 parents, 12 teachers from Šilalė's district (Šilalė, Pajūris, Laukuva) participated in the questionnaire. In total 193 people took part in this questionnaire. The conclusions. • On parents opinion, factors affecting the quality of English language are: the English language knowledge of family members (79.5%), and watching English TV programmes (70.8%). • The results of the research shows that children from primary school rapidly learn English language. As parents say, it is associated with using of active learning methods in the lessons (84.5%) and using of dialogs with situations from children's life and experience (77.2%) • Parents agree that their children learn English language on their own playing English games on the internet (74%), watching English films and TV programmes (75%) and reading English books (54%) • According teachers, the quality of learning is affected by students motivation and when in the learning process the student is activated (100%). • Factors affecting learning in the informal surrounding are: reading of English books (100%) and watching of English TV programmes (100%). • Parents (79.5%) and teachers (100%) agree that very important factor affecting the quality of English learning is family and English language knowledge of family members. • It is very important to know, what teachers know about factors that affect learning. The analysis of the research and of academic literature shows that teachers not only know about these factors, but also they use them practically. • Types of children's informal learning were represented in the research. Children agree that it is easier for them to learn English because they watch English films (82.2%), listen to English songs (88.7%), play English games (79.3%) and watch English TV programmes. • To children's opinion, they can use their English knowledge ( that they gain in the informal surrounding) in the English lessons. 70% of children say that they have possibilities to use more English words in the lessons. 62% agree that they can easily talk in pairs, because they know more English phrases and sentences. 80.3% say that they can easily use English dictionary on the internet.
The relevance of the topic nowadays. Knowledge of the foreign languages is a relevant and an important factor, which lets for people to take part in European education, economic, social and cultural expansion. It encourages us to find out the problems of learning English language and to find the ways, which ensure possibilities of successful English language learning. So it is very important to find out the factors, which influence quality of the learning. Relevant factors are: psychological, pedagogical and social. These factors influence not only learning at school, but learning at home too. Pupil's ability to learn determines personal characteristic, surroundings (of school and home), student's, his parents' and teacher's attitude to the learning. Seeking of good education results is concerned with combine of democracy and formal education. Then it can be achieved good education results and acquired fully-fledged, well-rounded, manifold personality. That's why in this work it is written about child's education in democracy culture, about education based on love and goodness, about experiential learning; traditional English teaching and teaching based on child's experience is compared. According A. Lepeskiene (1996), child, who is open to new experience, learns mostly. The problem. Teaching is based on a subject at school, not on child's experience. Formal education nor always is concerned with child's experience, so children are lack of informal learning experience, the knowledge which is acquired in informal surrounding is not applied at school. According R. Weskamp (1999), in these latter years, in didactics of foreign language marked change happened – from scientific- technological teaching moved up to learning based on child's experience. However the question appears – is really teaching based on experienced learning and practically applied in processes of teaching, education and training? And how to do it? That's why it is very important to encourage teachers to wonder about informal, based on child's experience teaching. It is very important to research and analyse the combination conditions of formal and informal learning, and in this way to manage the quality of foreign language learning. The purpose of the research. To explore factors affecting quality management of early English language learning in primary school ( in formal and informal teaching). The goals of the research: 1. To study and to research pedagogical, social and psychological literature and validate the relevance of children's from primary school learning in formal and informal surrounding. 2. Research empirically and establish factors, which affect the quality of English language learning in primary school. 3. Provide with references how to improve early English language teaching, how to combine formal and informal learning in primary school. The research methods: 1. The analysis of pedagogical, social and psychological literature. 2. The anonymous written questionnaires used in order to research the attitude of teachers, students, parents to factors affecting early English language teaching in primary school 3. The data of the research is analyzed both quantitatively and qualitatively. For the analysis of data is used the SSPS program (Statistical Package for the Social Sciences). For the arrangement, systematization and graphic design of the researched data are used Windows Microsoft Word and Windows Microsoft Excel programs. The scope of the research. 107 pupils, 74 parents, 12 teachers from Šilalė's district (Šilalė, Pajūris, Laukuva) participated in the questionnaire. In total 193 people took part in this questionnaire. The conclusions. • On parents opinion, factors affecting the quality of English language are: the English language knowledge of family members (79.5%), and watching English TV programmes (70.8%). • The results of the research shows that children from primary school rapidly learn English language. As parents say, it is associated with using of active learning methods in the lessons (84.5%) and using of dialogs with situations from children's life and experience (77.2%) • Parents agree that their children learn English language on their own playing English games on the internet (74%), watching English films and TV programmes (75%) and reading English books (54%) • According teachers, the quality of learning is affected by students motivation and when in the learning process the student is activated (100%). • Factors affecting learning in the informal surrounding are: reading of English books (100%) and watching of English TV programmes (100%). • Parents (79.5%) and teachers (100%) agree that very important factor affecting the quality of English learning is family and English language knowledge of family members. • It is very important to know, what teachers know about factors that affect learning. The analysis of the research and of academic literature shows that teachers not only know about these factors, but also they use them practically. • Types of children's informal learning were represented in the research. Children agree that it is easier for them to learn English because they watch English films (82.2%), listen to English songs (88.7%), play English games (79.3%) and watch English TV programmes. • To children's opinion, they can use their English knowledge ( that they gain in the informal surrounding) in the English lessons. 70% of children say that they have possibilities to use more English words in the lessons. 62% agree that they can easily talk in pairs, because they know more English phrases and sentences. 80.3% say that they can easily use English dictionary on the internet.
The work was made by Irma Kruckaite, Political sociology master's degree student of VPU Social sciences faculty Sociology and political sciences department. The subject of the work is young attitude towards national identity as a value and its conservation opportunities of globalization (Druskininkai town case). The director of the work is Dr. V. Senkus. The work size is 60 pages. The aim of work: explore what young people view about nationalism like value, what are the main factors affecting the formation of such an approach. For this purpose there were tasks raised: • Summarize the theoretical aspects of the concept of values. • An overview of the various sociological authors' interpretations about nationality. • To analyze the challenges of globalization for nationality. • Based on research results to establish how nationality is expressed and its preservation ways. Hypotheses of the research: 1. Nationality for young people today, is not a priority value – was proved. Young people understand what is nationality, but the general answer is perception that young people represent not emigration if feel safe in Lithuania. Young people need motivation, that nationality wasn't a burden but an asset to be transferred to their future generations. Nationality invaded the consciousness of people, the recovery of Lithuania's independence in 1990. But now it has spread dangerously overshadow people's material poverty, social vulnerability. Young people are a passive observer; they have simply run out of determination, as each election, promising a better life remains just promises. The talented youth gather foreign universities and to a career high in Lithuania. Frequent claims gladly stay at home. Unfortunately, our country is unable to detain them. 2. Youth opinion preservation of national identity is linked with wellbeing rise – was proved. Thus one can assume that those who can afford just to live people are concerned about the spirit of much less than affluent people. Responses felt that young families and young people today not emigration if feel safe in Lithuania. Based on data of Statistic Department for 2010 January – September emigrated 67.7 thousand countries population is 51.4 thousand more than last year same period. The main reason for this increase - immigrants to legalize their desire for the departure of the Republic of Lithuania Law on Health Insurance obligations lay down in permanent residents of the country to pay the mandatory health insurance premiums. The main purpose of immigration - work. 2009 more than 85 percent of the emigrants went to work abroad (2008 - 70 percent). Young people need motivation, that nationality wasn't a burden but an asset to be able to transfer their future generations. 3. Effective ways of promoting nationality is the psychological and economic. – was proved. It can be assumed that Lithuania, in particular, should ensure its citizens material well-being, to protect the rights of citizens, only to build a mature society cherishing national identity as an asset. The work consists of an introduction, theoretical part, which considers: the concept of values, judgments and interpretations of nationality and the challenges of globalization. The practical part presents a research and data analysis. Then there are represented final conclusions, a summary and the list of literature. In summary the theoretical part, globalization significantly changes the whole social context in structuring the personality, beliefs and values scale. On a global cultural universality is the possible merger into a single structure with specific tolerance individuality, diversity and other humanitarian values, to form a democratic political system. Collaborate and ethnic identity of the other one works, but does not eliminate far. National survival, they become the guarantor of the continuity of traditional ethnic culture is not alone, but by the state. It is the state's strength. It follows that it is the national character is the key link between the nation states. Therefore, we note that the community is based on nationalism. Nation history and people of self-concept and collective identity this is foundation of the nation cultural. Supranational integration into the structures, it is necessary to preserve and promote national culture, because this is only way to preserve national unity. It was formed by culture and fostering national and emotional ties connecting the community and the spiritual basis of life. Therefore, the state must maintain order, to enable citizens to prosperity, to ensure their safety, freedoms and rights. Thus, people of all age's qualitative interviews showed that nationality is perceived as the love of homeland, the Lithuanian language, culture and traditions. Nationality associated with the history of Lithuania and is closely associated with patriotism. Many of the respondents expressed concern about the future of nationality values in globalization situation. Worry about the displacement of the Lithuanian language, because this is one of the most important components of nationality. Interviews revealed the optimistic views of the Lithuanian national identity perspective. The Lithuanians are scattered around the world made available to other nations, to know where Lithuania is. However, it is noted that many respondents believe that as nationality like a values depends on the welfare state. Most of the respondents have a responsibility put to the government. How much less promising put citizens in public organizations. The prevailing opinion is that the state must take care of the nation in economic and spiritual well-being, secure environment, while motivate young people and their children proud of their country.
The work was made by Irma Kruckaite, Political sociology master's degree student of VPU Social sciences faculty Sociology and political sciences department. The subject of the work is young attitude towards national identity as a value and its conservation opportunities of globalization (Druskininkai town case). The director of the work is Dr. V. Senkus. The work size is 60 pages. The aim of work: explore what young people view about nationalism like value, what are the main factors affecting the formation of such an approach. For this purpose there were tasks raised: • Summarize the theoretical aspects of the concept of values. • An overview of the various sociological authors' interpretations about nationality. • To analyze the challenges of globalization for nationality. • Based on research results to establish how nationality is expressed and its preservation ways. Hypotheses of the research: 1. Nationality for young people today, is not a priority value – was proved. Young people understand what is nationality, but the general answer is perception that young people represent not emigration if feel safe in Lithuania. Young people need motivation, that nationality wasn't a burden but an asset to be transferred to their future generations. Nationality invaded the consciousness of people, the recovery of Lithuania's independence in 1990. But now it has spread dangerously overshadow people's material poverty, social vulnerability. Young people are a passive observer; they have simply run out of determination, as each election, promising a better life remains just promises. The talented youth gather foreign universities and to a career high in Lithuania. Frequent claims gladly stay at home. Unfortunately, our country is unable to detain them. 2. Youth opinion preservation of national identity is linked with wellbeing rise – was proved. Thus one can assume that those who can afford just to live people are concerned about the spirit of much less than affluent people. Responses felt that young families and young people today not emigration if feel safe in Lithuania. Based on data of Statistic Department for 2010 January – September emigrated 67.7 thousand countries population is 51.4 thousand more than last year same period. The main reason for this increase - immigrants to legalize their desire for the departure of the Republic of Lithuania Law on Health Insurance obligations lay down in permanent residents of the country to pay the mandatory health insurance premiums. The main purpose of immigration - work. 2009 more than 85 percent of the emigrants went to work abroad (2008 - 70 percent). Young people need motivation, that nationality wasn't a burden but an asset to be able to transfer their future generations. 3. Effective ways of promoting nationality is the psychological and economic. – was proved. It can be assumed that Lithuania, in particular, should ensure its citizens material well-being, to protect the rights of citizens, only to build a mature society cherishing national identity as an asset. The work consists of an introduction, theoretical part, which considers: the concept of values, judgments and interpretations of nationality and the challenges of globalization. The practical part presents a research and data analysis. Then there are represented final conclusions, a summary and the list of literature. In summary the theoretical part, globalization significantly changes the whole social context in structuring the personality, beliefs and values scale. On a global cultural universality is the possible merger into a single structure with specific tolerance individuality, diversity and other humanitarian values, to form a democratic political system. Collaborate and ethnic identity of the other one works, but does not eliminate far. National survival, they become the guarantor of the continuity of traditional ethnic culture is not alone, but by the state. It is the state's strength. It follows that it is the national character is the key link between the nation states. Therefore, we note that the community is based on nationalism. Nation history and people of self-concept and collective identity this is foundation of the nation cultural. Supranational integration into the structures, it is necessary to preserve and promote national culture, because this is only way to preserve national unity. It was formed by culture and fostering national and emotional ties connecting the community and the spiritual basis of life. Therefore, the state must maintain order, to enable citizens to prosperity, to ensure their safety, freedoms and rights. Thus, people of all age's qualitative interviews showed that nationality is perceived as the love of homeland, the Lithuanian language, culture and traditions. Nationality associated with the history of Lithuania and is closely associated with patriotism. Many of the respondents expressed concern about the future of nationality values in globalization situation. Worry about the displacement of the Lithuanian language, because this is one of the most important components of nationality. Interviews revealed the optimistic views of the Lithuanian national identity perspective. The Lithuanians are scattered around the world made available to other nations, to know where Lithuania is. However, it is noted that many respondents believe that as nationality like a values depends on the welfare state. Most of the respondents have a responsibility put to the government. How much less promising put citizens in public organizations. The prevailing opinion is that the state must take care of the nation in economic and spiritual well-being, secure environment, while motivate young people and their children proud of their country.
Relevance of the research problem. Sport is a value of every nation, which includes the system of physical, spiritual and cultural education, sports achievements, scientific knowledge, international communication (Karoblis, 2005). High level sport is inseparable from competitive activities, the pursuit of sports results (Hargreaves & MacDonald, 2000; Karoblis, 2005). The special training of athletes in the chosen sports is a part of general education of personality, which has a close connection with social, educational, political, economic issues of humanity development (Johnson et al., 2007). The athlete training process is a multi-year educational process of a specific structure and organizational form, which develops physical characteristics of an athlete, determines his activity, behavior, independence and responsibility, promotes to achieve excellent results. However, optimization of athlete training technology, construction of training system and its filling with full content still have the greatest impact on the improvement of sports results (Bompa & Buzzichelli, 2018; Karoblis, 2005; Платонов, 2004). Management of high-performance athlete training is related to prognostication, individual model characteristics of sport fitness, general and special load ratio, search for new effective directions of workout methodology, modeling of competition activity indicators, workout process planning, competition program conclusion, sport training adjustment (Karoblis, Raslanas, Steponavičius, 2002). Track-and-field athletics is integral sports that combine cyclic and acyclic exercise competitions: running, throws, vertical and horizontal jumps (Armonavičius, 1995). Short distance running is one of the most prestigious track-and-field athletics competitions. An exceptional short distance motor feature is the maximum intense activity of the whole body, especially the nervous and muscular systems, lasting from 0.1 to 40–50 s (Stanislovaitis et al., 2008). The ever-improving sports results reveal new human mental and physical abilities, vast resources of the body that could not even be dreamed of before. The organization of exercise, methodology, their scope and intensity, their combination with the means of recovery according to the main laws of phenotypic adaptation form the basis for the training of high-performance athletes (Платонов, 2004; Stonkus, 2000; Issurin, 2008; Krylovas, Kosareva, Dadelienė, & Dadelo, 2020). The particularity of the sport is based on competition. The results recorded in sport receive global recognition and become a true human achievement standard. In the world, they are constantly progressing, promoting the development of the sport community, therefore the greatest human intellectual and material resources are directed to the training of high-performance athletes (Skernevičius, 2015; Krylovas, Kosareva, Dadelienė, & Dadelo, 2020). However, the results of a research conducted by scientists showed that over the past nearly 20 years, elite athletes, including Olympic, world champions and prizewinners, have achieved personal best results in key competitions of the season by only in 50 percent cases (Yakimovich & Ovchinnikov, 2016). This shows that the opinion that contemporary coaches are high-performance and knowledgeable in the training of elite athletes and immaculately control and manage the process of sport training of athletes is not sufficiently substantiated. It has been established that the development of high-performance sprinters depends on many factors, the most important of which is the directionality of the training process, its management, taking into account the individual characteristics of the athlete's body adaptation to workout and competition loads (Stanislovaitis, 2008; Бондаренко, 1999; Нбанекова, Филин, 1995). The training of sprinters and their competitive activities have been extensively studied not only by foreign (Smith, 2005; Doscher, 2009; Kale & Bayrak, 2009; Prins, Murata, Derenne, Morgan, & Solomon, 2010; Dickin, Reyes, & Dolny, 2009; Nelson, Landin, Young, & Schexnayder, 2008; Eikenberry, Mcauliffe, Welsh, Zerpa, Mcpherson, & Newhouse, 2008; Oзoлин, 1986), but also by Lithuanian sport scientists (Stanislovaitis, 2008, 2006, 2005; Grūnovas, 2006; Butkus, 2006, 1995; Skurvydas, 1999, 2003; Bradauskienė, 2006). Although the world record of female sprinters in a 100 m distance is quite high (10.49 s), the search for new training methods and their application in the process of female sprinter workouts continues. Scientists are not only analyzing and evaluating existing workout methodological tools, but also looking for new methods for an advanced sprinter training process. Thus, in search of new methods to increase running speed, through more research and the application of the latest training technologies, methods can be discovered to help athletes to become faster and to develop a running speed, which has never been achieved before. Recently, in a 100 m running, as in many track-and-field athletics competitions, the results of athletes are progressing rapidly. That progress depends heavily on the selection of talented athletes, scientifically and practically sound and effective workout methodologies, the selection and application of remedial measures, the material compensation of athletes, which greatly increases motivation of athletes, and etc. Therefore, in order to achieve good results and prizes in high rank competition in contemporary sport, it is necessary to know the peculiarities of the application of training methodology, to properly select the most important starts of the annual training cycle, taking into account all conditions at the place and time of competition. An athlete and a coach must not only follow the innovations of training methodology, science and medicine, but also look back, be able to analyze his own results and the results of athletes, who have shown significant results theretofore, the peculiarities of workout tools and methods applied by them, the reasons for successful and unsuccessful starts, and then all this to apply to the management of his own training process. Discovering, revealing and learning about new technologies through the theory and didactics of sport workout is the most important function of sport science (Mester, 2003), and it is important for a coach to be able to use scientific results and recommendations, be insightful and be able to successfully model the training of elite athletes (Karoblis, Raslanas, Poteliūnienė, Steponavičius, Petkus, & Žilinskienė, 2011). The purposeful training of female sprinters and the search for effective technologies in order to increase the maximum running speed become a scientific problem. The presented scientific problem is relevant for the following reasons: ● It is important to analyze the change in results in terms of age and to determine the age, at which the highest results are achieved; ● It is important to research and theoretically substantiate, which components determine the sports result in short distance running; ● To research the effectiveness of training measures in order to increase maximum running speed; ● The contribution of running at maximum speed to the sports result in a 100 m run has not been sufficiently researched; ● It is important to establish criteria that affect the progress of athletes' mastery and the change of sport performance. Hypothesis. It is likely that sports results of female sprinters are not improving due to the integrated and concentrated training models applied separately. A universal speed training model is more effective. Object of the research is the process of female sprinter training. Aim is to identify the peculiarities of optimizing the training of high-performance female sprinters. Objectives of the research: 1. On the basis of the data of the theoretical analysis of scientific sources, to reveal the change of the results of high-performance female sprinters in terms of age. 2. To perform a comparative analysis of the preparation of high-performance female spriners for the Athens, Beijing, London and Rio Olympic Games. 3. To review the technologies of sports training of female sprinters and to examine the factors influencing their results. 4. To determine the effectiveness of a universal method for training the speed of high-performance female sprinters. 5. To reveal/identify the opinion of high-performance female sprinters about the factors determining their training system. Theoretical and practical significance Researching the structure and content of sports training for female sprinters of different ages and sports mastery, analyzing the change of sports results in terms of age, evaluating workout methods, running speed components, the provisions for effective running speed increase were identified: ● Running speed is determined by the speed of muscle contraction, the length of leg support, the frequency of steps, and the sports result in a 100-meter run depends mainly on the maximum running speed. ● In order to improve the results of the maximum running speed of female sprinters, it is important to apply a universal, combined method in the workout process, running with weight and stretching with an elastic band. These provisions are relevant to the theory and practice of female sprinter training. The results of the study can be used in the development of training programs for sports schools and high-performance female sprinters. CONCLUSIONS 1. The age for achieving the best personal result in the women's 100 m running competition is 24.69 ± 3.27 year. The best Lithuanian sprinter L. Grinčikaitė-Samuolė achieved her best result in this running competition at the age of 25 – 11.19 s. At the beginning of their athletic career, American sprinters had the highest running scores and dominated until the age of 17, however later is observed leadership of the Caribbean Region female sprinters up to the age of 35. The results of European sprinters were average in almost all age groups. 2. Analysis of the four Olympic Games revealed a significant improvement in the results of the 100 m running and starting reaction speed (p < 0.05). In order to get to in the 100 m running final, athletes should run an average of 10.96 ± 0.03 s, and to become the prizewinners of the competition – 10.86 ± 0.08 s. Sprinters become the prizewinners of the 100 m run at the age of 25.42 ± 3.18 year. 3. Lithuanian female sprinters lose to the best sprinters of Europe and the world in the competition requiring the maximum running speed – 40 m in acceleration (11.99 %). The best Lithuanian sprinter L. Grinčikaitė-Samuolė reduces this difference to 4.05 % in the 100 m running distance, the gap between Europe's and the world's best female sprinters is gradually declining due to improved European sprinters' maximum running speed results. 4. The resisted/assisted running method is the most effective way to increase the running speed and starting acceleration, as this speed training method significantly improves the values of step length and support duration than running normally. 5. High-performance female sprinters lack attention to an important component of training – psychological training – in the process of their sports training. It was found out that their sports training and improvement of results are more influenced by external (monetary prizes, premiums) than internal motives (desire to improve results, honor to represent their country). A coach's personality also has impact. The coach is valued not only as a specialist, but distinguishing his personal qualities, such as sincerity, friendliness, motivation, promotion is considered an integral part of the training process.
Relevance of the research problem. Sport is a value of every nation, which includes the system of physical, spiritual and cultural education, sports achievements, scientific knowledge, international communication (Karoblis, 2005). High level sport is inseparable from competitive activities, the pursuit of sports results (Hargreaves & MacDonald, 2000; Karoblis, 2005). The special training of athletes in the chosen sports is a part of general education of personality, which has a close connection with social, educational, political, economic issues of humanity development (Johnson et al., 2007). The athlete training process is a multi-year educational process of a specific structure and organizational form, which develops physical characteristics of an athlete, determines his activity, behavior, independence and responsibility, promotes to achieve excellent results. However, optimization of athlete training technology, construction of training system and its filling with full content still have the greatest impact on the improvement of sports results (Bompa & Buzzichelli, 2018; Karoblis, 2005; Платонов, 2004). Management of high-performance athlete training is related to prognostication, individual model characteristics of sport fitness, general and special load ratio, search for new effective directions of workout methodology, modeling of competition activity indicators, workout process planning, competition program conclusion, sport training adjustment (Karoblis, Raslanas, Steponavičius, 2002). Track-and-field athletics is integral sports that combine cyclic and acyclic exercise competitions: running, throws, vertical and horizontal jumps (Armonavičius, 1995). Short distance running is one of the most prestigious track-and-field athletics competitions. An exceptional short distance motor feature is the maximum intense activity of the whole body, especially the nervous and muscular systems, lasting from 0.1 to 40–50 s (Stanislovaitis et al., 2008). The ever-improving sports results reveal new human mental and physical abilities, vast resources of the body that could not even be dreamed of before. The organization of exercise, methodology, their scope and intensity, their combination with the means of recovery according to the main laws of phenotypic adaptation form the basis for the training of high-performance athletes (Платонов, 2004; Stonkus, 2000; Issurin, 2008; Krylovas, Kosareva, Dadelienė, & Dadelo, 2020). The particularity of the sport is based on competition. The results recorded in sport receive global recognition and become a true human achievement standard. In the world, they are constantly progressing, promoting the development of the sport community, therefore the greatest human intellectual and material resources are directed to the training of high-performance athletes (Skernevičius, 2015; Krylovas, Kosareva, Dadelienė, & Dadelo, 2020). However, the results of a research conducted by scientists showed that over the past nearly 20 years, elite athletes, including Olympic, world champions and prizewinners, have achieved personal best results in key competitions of the season by only in 50 percent cases (Yakimovich & Ovchinnikov, 2016). This shows that the opinion that contemporary coaches are high-performance and knowledgeable in the training of elite athletes and immaculately control and manage the process of sport training of athletes is not sufficiently substantiated. It has been established that the development of high-performance sprinters depends on many factors, the most important of which is the directionality of the training process, its management, taking into account the individual characteristics of the athlete's body adaptation to workout and competition loads (Stanislovaitis, 2008; Бондаренко, 1999; Нбанекова, Филин, 1995). The training of sprinters and their competitive activities have been extensively studied not only by foreign (Smith, 2005; Doscher, 2009; Kale & Bayrak, 2009; Prins, Murata, Derenne, Morgan, & Solomon, 2010; Dickin, Reyes, & Dolny, 2009; Nelson, Landin, Young, & Schexnayder, 2008; Eikenberry, Mcauliffe, Welsh, Zerpa, Mcpherson, & Newhouse, 2008; Oзoлин, 1986), but also by Lithuanian sport scientists (Stanislovaitis, 2008, 2006, 2005; Grūnovas, 2006; Butkus, 2006, 1995; Skurvydas, 1999, 2003; Bradauskienė, 2006). Although the world record of female sprinters in a 100 m distance is quite high (10.49 s), the search for new training methods and their application in the process of female sprinter workouts continues. Scientists are not only analyzing and evaluating existing workout methodological tools, but also looking for new methods for an advanced sprinter training process. Thus, in search of new methods to increase running speed, through more research and the application of the latest training technologies, methods can be discovered to help athletes to become faster and to develop a running speed, which has never been achieved before. Recently, in a 100 m running, as in many track-and-field athletics competitions, the results of athletes are progressing rapidly. That progress depends heavily on the selection of talented athletes, scientifically and practically sound and effective workout methodologies, the selection and application of remedial measures, the material compensation of athletes, which greatly increases motivation of athletes, and etc. Therefore, in order to achieve good results and prizes in high rank competition in contemporary sport, it is necessary to know the peculiarities of the application of training methodology, to properly select the most important starts of the annual training cycle, taking into account all conditions at the place and time of competition. An athlete and a coach must not only follow the innovations of training methodology, science and medicine, but also look back, be able to analyze his own results and the results of athletes, who have shown significant results theretofore, the peculiarities of workout tools and methods applied by them, the reasons for successful and unsuccessful starts, and then all this to apply to the management of his own training process. Discovering, revealing and learning about new technologies through the theory and didactics of sport workout is the most important function of sport science (Mester, 2003), and it is important for a coach to be able to use scientific results and recommendations, be insightful and be able to successfully model the training of elite athletes (Karoblis, Raslanas, Poteliūnienė, Steponavičius, Petkus, & Žilinskienė, 2011). The purposeful training of female sprinters and the search for effective technologies in order to increase the maximum running speed become a scientific problem. The presented scientific problem is relevant for the following reasons: ● It is important to analyze the change in results in terms of age and to determine the age, at which the highest results are achieved; ● It is important to research and theoretically substantiate, which components determine the sports result in short distance running; ● To research the effectiveness of training measures in order to increase maximum running speed; ● The contribution of running at maximum speed to the sports result in a 100 m run has not been sufficiently researched; ● It is important to establish criteria that affect the progress of athletes' mastery and the change of sport performance. Hypothesis. It is likely that sports results of female sprinters are not improving due to the integrated and concentrated training models applied separately. A universal speed training model is more effective. Object of the research is the process of female sprinter training. Aim is to identify the peculiarities of optimizing the training of high-performance female sprinters. Objectives of the research: 1. On the basis of the data of the theoretical analysis of scientific sources, to reveal the change of the results of high-performance female sprinters in terms of age. 2. To perform a comparative analysis of the preparation of high-performance female spriners for the Athens, Beijing, London and Rio Olympic Games. 3. To review the technologies of sports training of female sprinters and to examine the factors influencing their results. 4. To determine the effectiveness of a universal method for training the speed of high-performance female sprinters. 5. To reveal/identify the opinion of high-performance female sprinters about the factors determining their training system. Theoretical and practical significance Researching the structure and content of sports training for female sprinters of different ages and sports mastery, analyzing the change of sports results in terms of age, evaluating workout methods, running speed components, the provisions for effective running speed increase were identified: ● Running speed is determined by the speed of muscle contraction, the length of leg support, the frequency of steps, and the sports result in a 100-meter run depends mainly on the maximum running speed. ● In order to improve the results of the maximum running speed of female sprinters, it is important to apply a universal, combined method in the workout process, running with weight and stretching with an elastic band. These provisions are relevant to the theory and practice of female sprinter training. The results of the study can be used in the development of training programs for sports schools and high-performance female sprinters. CONCLUSIONS 1. The age for achieving the best personal result in the women's 100 m running competition is 24.69 ± 3.27 year. The best Lithuanian sprinter L. Grinčikaitė-Samuolė achieved her best result in this running competition at the age of 25 – 11.19 s. At the beginning of their athletic career, American sprinters had the highest running scores and dominated until the age of 17, however later is observed leadership of the Caribbean Region female sprinters up to the age of 35. The results of European sprinters were average in almost all age groups. 2. Analysis of the four Olympic Games revealed a significant improvement in the results of the 100 m running and starting reaction speed (p < 0.05). In order to get to in the 100 m running final, athletes should run an average of 10.96 ± 0.03 s, and to become the prizewinners of the competition – 10.86 ± 0.08 s. Sprinters become the prizewinners of the 100 m run at the age of 25.42 ± 3.18 year. 3. Lithuanian female sprinters lose to the best sprinters of Europe and the world in the competition requiring the maximum running speed – 40 m in acceleration (11.99 %). The best Lithuanian sprinter L. Grinčikaitė-Samuolė reduces this difference to 4.05 % in the 100 m running distance, the gap between Europe's and the world's best female sprinters is gradually declining due to improved European sprinters' maximum running speed results. 4. The resisted/assisted running method is the most effective way to increase the running speed and starting acceleration, as this speed training method significantly improves the values of step length and support duration than running normally. 5. High-performance female sprinters lack attention to an important component of training – psychological training – in the process of their sports training. It was found out that their sports training and improvement of results are more influenced by external (monetary prizes, premiums) than internal motives (desire to improve results, honor to represent their country). A coach's personality also has impact. The coach is valued not only as a specialist, but distinguishing his personal qualities, such as sincerity, friendliness, motivation, promotion is considered an integral part of the training process.
This article examines the provisions of the Law of the Republic of Lithuania on Compensation of Damage Resulting from the USSR Occupation (hereinafter -- the Law), which was adopted on 13 June 2000, in the light of customary rules of international law on state responsibility, as codified in the 2001 the UN International Law Commission's Draft Articles on Responsibility of States for Internationally Wrongful Acts (hereinafter -- the ILC Draft Articles). The main aim of the article is to deal with the international legal grounds of the responsibility of the Russian Federation for the Soviet occupation of the Republic of Lithuania and, against this background, to identify the role of the Law. The ground of Russia's responsibility is an internationally wrongful act committed as the aggression against the Republic of Lithuania, which was started by the 15 June 1940 incursion by the Soviet armed forces & subsequently continued in the form of the illegal occupation of Lithuania until the restoration of Lithuania's independence on 11 March 1990, however, the illegal presence of the foreign forces on Lithuania's soil ended only in 1993. The fact of the 1940 Soviet aggression & illegal occupation of the Baltic States has been widely recognized by the international community, it was even acknowledged by the USSR & Russia in 1989-1991. Therefore there is no doubt that under international law from 1940-1990 the Republic of Lithuania had been an occupied State. That is why the illegal occupation with its consequences, as the breach of an international obligation not to resort to aggression having a continuing character, constitutes an objective element of an internationally wrongful act being the ground for Russia's responsibility. That also explains why the title of the Law refers to the occupation. Meanwhile the specific feature of subjective element is addressed in the preamble of the Law. That is the continuity of the Russian State & the corresponding identity of its international legal personality with the Soviet Union, which was claimed by Russia & generally recognized by the international community. Therefore under international law the Russian Federation is the State continuing the rights & obligations of the former USSR (ie., it is the same international legal person). Consequently, internationally wrongful acts of the latter, including the Soviet occupation of Lithuania & the other two Baltic States, should be attributable to the Russian Federation. Apart from the ground for Russia's responsibility, the issue of reparation is addressed in the article. In accordance with international law (the ILC Draft Article), the principle of full reparation should be applied to realize responsibility for an internationally wrongful act. The full reparation for the injury can be provided in the form of restitution, compensation & satisfaction, while any financially assessable damage should be covered by compensation when restitution is not practically possible. Responsibility for the Soviet occupation is the latter case. Therefore in this sense the Law concretizes the claim of Lithuania as it lays down the obligations of the Government of Lithuania to calculate the damage & seek its compensation from Russia. In conformity with the principle of full reparation, the provisions of the Law require to calculate the damage for all period of the Soviet occupation as well as to cover all types of financially assessable damage. The third main issue addressed in this article is admissibility of a claim for reparation, ie., the procedural requirements to be observed by the injured State invoking an international responsibility of other State. The main requirement, as follows from Art. 43 of the ILC Draft Articles, is that the injured State should give a timely & proper notice of its claim to the State responsible for an internationally wrongful act; the claim is admissible when it is waived by the injured State or it can be inadmissible when it is not maintained. However, a mere lapse of time without a claim is being resolved, including delay in its prosecution due to refusal of the respondent State, cannot result in loss of the right of the injured State to invoke responsibility. In this regard the Law is a unilateral act of the State of Lithuania which formulates & concretizes the claim for Russia's responsibility. The form of this act was determined by Lithuanian national rather than international law as the former requires that any compulsory rules or instructions for the Government can be laid down by the Seimas (the Parliament) only in the form of (statutory) law. As it is clear from the preamble of the Law, in continuing & consolidating the previous Lithuanian acts invoking Russia's responsibility the Law demonstrates that the claim for responsibility has been raised without any unreasonable delay a long time ago (the first time Lithuania declared about its claim for reparation in 1991) & Russia is aware of that claim from the very beginning. In such a manner the Law also proves a consistent & unchanging position of Lithuania with regard to Russia's responsibility. Therefore, the Law evidences that the claim of Lithuania remains admissible although still being unresolved & notwithstanding that Russia is rejecting it. Under international law the injured State has the right to waive its claim for responsibility of another State. National law may, however, restrict that right in setting up appropriate duties for the authorities of the injured State. In this regard it follows from the preamble of the Law that under Lithuanian constitutional law no State organ or official can declare a waiver of the claim for Russia's responsibility because the Law is based on & aims at implementation of the corresponding decision by the 14 June 1992 national referendum that demanded to seek reparation for the Soviet occupation. Therefore, the waiver can be declared only by other referendum as well as without a referendum the Seimas cannot abolish the provisions of the Law requiring to seek a compensation (such kind of action could amount to the waiver in the sense of Art. 45(a) of the ILC Draft Articles). To keep the claim for responsibility of another State admissible & valid, when it is being unresolved a long time, the injured State should do everything it can reasonably do to maintain the claim. Otherwise it can be questioned, whether the right to invoke responsibility is lost due to conduct of the injured State in the sense of Art. 45(b) of the ILC Draft Articles. Therefore, to avoid similar doubts the Law obliged the Government to seek constantly the compensation for the damage caused by the Soviet occupation. Since Russia used to reject Lithuania's initiatives to conduct negotiations on the matter & any other way of settlement is not available without Russia's consent, it can be stated that as yet, in particular due to the Law, the conduct of Lithuania has not raised any serious doubts with regard to validity of its claim for compensation. Obviously such doubts would be serious if any kind of moratorium on the claim had been announced. To sum it up, it can be concluded that the Law is based on & is consistent with the rules of international law. It also implements the international legal requirements for the proper declaration & maintenance of the claim for reparation. Therefore both under international law & under Lithuanian constitutional law the Law has been necessary to consolidate & consistently maintain the claim to Russia for the compensation of the damages caused by the Soviet occupation. Lastly, it should be noted that a proper settlement of the problem of Russia's responsibility for the Soviet occupation of Lithuania is not a question of self-interest for Lithuania & it should pursue the claim for compensation not only due to the decision by the 14 June 1992 referendum. Not accidentally Art. 1 of the ILC Draft Articles refers that "every internationally wrongful act of a State entails the international responsibility of that State." It is also not accidentally that the preamble of the 1991 Treaty between Lithuania & Russia states that mutual confidence between the people of both Parties is hard to achieve without elimination of the consequences of the Soviet annexation of Lithuania. Like for national law, rule of law & justice cannot be established without realization & inevitability of responsibility for grave breaches of international law. Therefore the realization of responsibility for the 1940 aggression against the Baltic States & its consequences would undoubtedly contribute to general prevention of such grave breaches as well as would assure that similar tragic events never happen again in the history of Lithuania. Such kind of prevention should be at the focus of attention of the whole international community rather than only Lithuania & the other two Baltic States, since a prohibition of aggression is a long-standing rule of jus cogens character & obligation erga omnes towards international community. Adapted from the source document.
Research problem In the present doctoral dissertation, the problematic issues of the institute of multiple offences are analysed. Multiple offences as an institute of criminal law is characterised as involving the problems of both the qualification of criminal offences and the individualisation of criminal liability. The problems of the qualification of criminal offences are relevant, when questions of the separation of single criminal acts from multiple offences are dealt with. When the existence of multiple offences is established, it is necessary to move on to the consideration of another problem—the individualisation of criminal liability. The individualisation of criminal liability depends on the form of multiple offences. Therefore, for the formation of a uniform case-law, homogeneous and clear criteria for the differentiation of the forms of multiple offences and their separation form each other are essential. When the forms of multiple offences are defined, it is necessary to evaluate their impact on the criminal liability of the person who committed the criminal act. Of course, the key influence on criminal liability manifests through the rules of the combination of sentences; however, one should not forget other topical issues (such as sentence suspension, release from a custodial sentence on parole and the replacement of the term not served of the custodial sentence with a more lenient penalty, statute of limitations of a judgement of conviction, etc.) the solution of which in one way or another depends on the existence of multiple offences. Moreover, sometimes it is necessary to deal with the problems of the separation of multiple offences from other similar institutes of criminal law (repeat offence, competition between the norms of criminal law). Therefore, a number of such issues constitute the problem of the present research. The implementation of the principle of legal justice depends on appropriate and unvaried solution of these issues. Topicality, originality and significance of the research Multiple offences is a rather frequent phenomenon in the Lithuanian case-law; often persons are judged for several rather than single criminal acts. However, the criminal law jurisprudence still lacks a uniform attitude towards the issues regarding multiple offences. First, there exist different definitions of the notion of multiple offences itself, different forms of multiple offences are distinguished and their interpretations change, the criteria for the separation of single criminal acts from multiple offences vary (they often depend on the type of the criminal act committed). Special attention should be paid to the process of the individualisation of criminal liability in cases of multiple offences. In the case-law, the fact that prosecutors more and more often lodge appeals against the decisions of lower instances about improper combination of sentences is observed. In the case-law, the process of the combination of sentences has become 'forgotten', as often sentences are combined only formally (by adding 3–6 months of imprisonment) without any motivations regarding the choice of the additional sentence imposed. Moreover, after the entering into force of the new Criminal Code on 1 May 2003, due to the changes in case-law and the entrenchment of new ideas in the criminal law jurisprudence, it became crucial to revise the old and well-established provisions regarding multiple offences. Thus, even if the issues of multiple offences have been analysed for a rather long time, in the present dissertation, a new approach of the author as well as of other researchers to the institute of multiple offences is presented together with general considerations (and critical evaluations) on the newly developing case-law. Furthermore, with reference to the fact that the majority of the issues regarding multiple offences (except for the imposition of sentences) are not regulated by the Criminal Code and the decision-making is left for the case-law and the criminal law jurisprudence, the present paper may have great practical significance for the constantly changing and developing Lithuanian case-law in terms of the peculiarities of multiple offences. The aim and the tasks of the research The aim of the present doctoral dissertation is to develop a uniform attitude (corresponding to the needs of the theory of criminal law and the relevant case-law) towards the institute of multiple offences and the solution of problems related to it by generalising the experience and achievements of science and case-law. The tasks of the doctoral dissertation: 1) to define the notion of the institute of multiple offences and its elements by separating it from other similar institutes of criminal law (repeat offence, competition between the norms of criminal law); 2) to develop uniform (by generalising and concretising the existing ones or by suggesting new ones) criteria for the separation of single criminal acts from multiple offences; 3) to review the existing variety of the forms of multiple offences found in the criminal law jurisprudence and distinguish the ones which would correspond to the needs of the Lithuanian case-law as well as define them by distinguishing and describing their characteristics and developing clear and uniform criteria for their separation form each other; 4) to identify the key problems related to the influence of multiple offences on the individualisation of criminal liability as well as to suggest the most appropriate ways of solving these problems; 5) to provide suggestions for the legislator and the courts regarding the development of the institute of multiple offences and the ways of solving the problems related to it. Propositions to be defended 1) Multiple offences must be related not to the fact of committing several criminal acts but to the legal evaluation of this fact—prosecution for committing several criminal acts. 2) Repeat offence should not be considered as an independent form of multiple offences and should be evaluated from the perspective of the perpetrator's personality. 3) In case-law, the separation of single criminal acts from multiple offences is often casuistic (depends on a particular category of cases), having no clear and well-established criteria and thus violating the principle of legal justice. 4) The key attributes of single criminal acts are a violation of a direct value or the whole of values protected under a specific norm of the Criminal Code as well as a united content of guilt. 5) The case-law of the recent years, which broadens the perception of the ideal coincidence of criminal acts, forms an incoherent and exceptions-based case-law. 6) In the cases of multiple offences, the rules for sentence imposition restrict the freedom of courts and disturb the appropriate individualisation of sentences; therefore, it is crucial to improve the laws. 7) In case-law, the process of the combination of sentences is 'forgotten' and often does not properly reflect the gravity of all the criminal acts committed; therefore, changes in laws orienting courts towards the case-law appropriate from the perspective of criminal policy are a must. Research methodology For the present doctoral dissertation, various methods of scientific research were applied: logical, comparative, historical, linguistic, systemic, method of criticism, document analysis, etc. Firstly, the logical method and the method of criticism were rather widely applied in the present dissertation. The logical method was applied for making generalisations and conclusions aiming at the development of the institute of multiple offences. The method of criticism was also applied: the author criticised case-law, opinions of scholars, the lack of argumentation for such opinions, etc. The logical method and the method of criticism allowed making the final conclusions and forming suggestions regarding the changes of law and the development of case-law. A lot of attention was paid to the method of comparative analysis. It was applied for the comparison of scientific conceptions and different opinions of scholars. In order to gain experience, the laws and case-law of different foreign countries were analysed and compared. The application of the historical method allowed revealing the drawbacks of the former laws and case-law (under the Criminal Code of 1961) as well as reviewing the origin of the institute of multiple offences and the history of certain terms. The linguistic method was applied for the analysis of the denominations of the forms of multiple offences (ideal and real coincidence of criminal acts) and the consideration of their ability to convey the actual meaning. A different variant of these terms, which linguistically better corresponds to the meaning of the forms of multiple offences, was suggested. For the present research, the systemic method was applied as well. It allowed revealing the structure of the institute of multiple offences, its elements, their interrelation and the place in the system of the bases for criminal liability. By applying this method, the drawbacks of certain notions as well as the use of excessive elements were identified. The main method applied for the research was the method of document analysis. As even the case-law of the Supreme Court of Lithuania contains rather numerous incongruities and contradictions, namely the rulings, decisions and summary reviews of the case-law of this court passed during the term of the Criminal Codes of 1961 as well as of 2003 being in force were chosen as the key source. However, the scope of analysis was not limited to the case-law of the Supreme Court of Lithuania. The case-law of the European Court of Human Rights, the Court of Appeal of Lithuania, the Vilnius and Panevežys Regional Courts as well as the District Court of Šiauliai Region was analysed. Structure and review of the doctoral dissertation, main conclusions The dissertation is c
Research problem In the present doctoral dissertation, the problematic issues of the institute of multiple offences are analysed. Multiple offences as an institute of criminal law is characterised as involving the problems of both the qualification of criminal offences and the individualisation of criminal liability. The problems of the qualification of criminal offences are relevant, when questions of the separation of single criminal acts from multiple offences are dealt with. When the existence of multiple offences is established, it is necessary to move on to the consideration of another problem—the individualisation of criminal liability. The individualisation of criminal liability depends on the form of multiple offences. Therefore, for the formation of a uniform case-law, homogeneous and clear criteria for the differentiation of the forms of multiple offences and their separation form each other are essential. When the forms of multiple offences are defined, it is necessary to evaluate their impact on the criminal liability of the person who committed the criminal act. Of course, the key influence on criminal liability manifests through the rules of the combination of sentences; however, one should not forget other topical issues (such as sentence suspension, release from a custodial sentence on parole and the replacement of the term not served of the custodial sentence with a more lenient penalty, statute of limitations of a judgement of conviction, etc.) the solution of which in one way or another depends on the existence of multiple offences. Moreover, sometimes it is necessary to deal with the problems of the separation of multiple offences from other similar institutes of criminal law (repeat offence, competition between the norms of criminal law). Therefore, a number of such issues constitute the problem of the present research. The implementation of the principle of legal justice depends on appropriate and unvaried solution of these issues. Topicality, originality and significance of the research Multiple offences is a rather frequent phenomenon in the Lithuanian case-law; often persons are judged for several rather than single criminal acts. However, the criminal law jurisprudence still lacks a uniform attitude towards the issues regarding multiple offences. First, there exist different definitions of the notion of multiple offences itself, different forms of multiple offences are distinguished and their interpretations change, the criteria for the separation of single criminal acts from multiple offences vary (they often depend on the type of the criminal act committed). Special attention should be paid to the process of the individualisation of criminal liability in cases of multiple offences. In the case-law, the fact that prosecutors more and more often lodge appeals against the decisions of lower instances about improper combination of sentences is observed. In the case-law, the process of the combination of sentences has become 'forgotten', as often sentences are combined only formally (by adding 3–6 months of imprisonment) without any motivations regarding the choice of the additional sentence imposed. Moreover, after the entering into force of the new Criminal Code on 1 May 2003, due to the changes in case-law and the entrenchment of new ideas in the criminal law jurisprudence, it became crucial to revise the old and well-established provisions regarding multiple offences. Thus, even if the issues of multiple offences have been analysed for a rather long time, in the present dissertation, a new approach of the author as well as of other researchers to the institute of multiple offences is presented together with general considerations (and critical evaluations) on the newly developing case-law. Furthermore, with reference to the fact that the majority of the issues regarding multiple offences (except for the imposition of sentences) are not regulated by the Criminal Code and the decision-making is left for the case-law and the criminal law jurisprudence, the present paper may have great practical significance for the constantly changing and developing Lithuanian case-law in terms of the peculiarities of multiple offences. The aim and the tasks of the research The aim of the present doctoral dissertation is to develop a uniform attitude (corresponding to the needs of the theory of criminal law and the relevant case-law) towards the institute of multiple offences and the solution of problems related to it by generalising the experience and achievements of science and case-law. The tasks of the doctoral dissertation: 1) to define the notion of the institute of multiple offences and its elements by separating it from other similar institutes of criminal law (repeat offence, competition between the norms of criminal law); 2) to develop uniform (by generalising and concretising the existing ones or by suggesting new ones) criteria for the separation of single criminal acts from multiple offences; 3) to review the existing variety of the forms of multiple offences found in the criminal law jurisprudence and distinguish the ones which would correspond to the needs of the Lithuanian case-law as well as define them by distinguishing and describing their characteristics and developing clear and uniform criteria for their separation form each other; 4) to identify the key problems related to the influence of multiple offences on the individualisation of criminal liability as well as to suggest the most appropriate ways of solving these problems; 5) to provide suggestions for the legislator and the courts regarding the development of the institute of multiple offences and the ways of solving the problems related to it. Propositions to be defended 1) Multiple offences must be related not to the fact of committing several criminal acts but to the legal evaluation of this fact—prosecution for committing several criminal acts. 2) Repeat offence should not be considered as an independent form of multiple offences and should be evaluated from the perspective of the perpetrator's personality. 3) In case-law, the separation of single criminal acts from multiple offences is often casuistic (depends on a particular category of cases), having no clear and well-established criteria and thus violating the principle of legal justice. 4) The key attributes of single criminal acts are a violation of a direct value or the whole of values protected under a specific norm of the Criminal Code as well as a united content of guilt. 5) The case-law of the recent years, which broadens the perception of the ideal coincidence of criminal acts, forms an incoherent and exceptions-based case-law. 6) In the cases of multiple offences, the rules for sentence imposition restrict the freedom of courts and disturb the appropriate individualisation of sentences; therefore, it is crucial to improve the laws. 7) In case-law, the process of the combination of sentences is 'forgotten' and often does not properly reflect the gravity of all the criminal acts committed; therefore, changes in laws orienting courts towards the case-law appropriate from the perspective of criminal policy are a must. Research methodology For the present doctoral dissertation, various methods of scientific research were applied: logical, comparative, historical, linguistic, systemic, method of criticism, document analysis, etc. Firstly, the logical method and the method of criticism were rather widely applied in the present dissertation. The logical method was applied for making generalisations and conclusions aiming at the development of the institute of multiple offences. The method of criticism was also applied: the author criticised case-law, opinions of scholars, the lack of argumentation for such opinions, etc. The logical method and the method of criticism allowed making the final conclusions and forming suggestions regarding the changes of law and the development of case-law. A lot of attention was paid to the method of comparative analysis. It was applied for the comparison of scientific conceptions and different opinions of scholars. In order to gain experience, the laws and case-law of different foreign countries were analysed and compared. The application of the historical method allowed revealing the drawbacks of the former laws and case-law (under the Criminal Code of 1961) as well as reviewing the origin of the institute of multiple offences and the history of certain terms. The linguistic method was applied for the analysis of the denominations of the forms of multiple offences (ideal and real coincidence of criminal acts) and the consideration of their ability to convey the actual meaning. A different variant of these terms, which linguistically better corresponds to the meaning of the forms of multiple offences, was suggested. For the present research, the systemic method was applied as well. It allowed revealing the structure of the institute of multiple offences, its elements, their interrelation and the place in the system of the bases for criminal liability. By applying this method, the drawbacks of certain notions as well as the use of excessive elements were identified. The main method applied for the research was the method of document analysis. As even the case-law of the Supreme Court of Lithuania contains rather numerous incongruities and contradictions, namely the rulings, decisions and summary reviews of the case-law of this court passed during the term of the Criminal Codes of 1961 as well as of 2003 being in force were chosen as the key source. However, the scope of analysis was not limited to the case-law of the Supreme Court of Lithuania. The case-law of the European Court of Human Rights, the Court of Appeal of Lithuania, the Vilnius and Panevežys Regional Courts as well as the District Court of Šiauliai Region was analysed. Structure and review of the doctoral dissertation, main conclusions The dissertation is c
Relevance of the research. Recognition and education of children and teenagers gifted in sporting activity is an important part of the attainment of particular results in sports. Identification of children and teenagers gifted for sports is a process, when athletes are recognised at the early stage of their development and have a possibility to attain high results in adulthood (Williams, Reilly, 2000; Vaeyens, Lenoir, Williams, Philippaerts, 2008). It means that individually or in combination, their physical, physiological, psychological and social features, as well as technical capabilities can help to predict their potential in the future (Williams, Reilly, 2000). Some scientists maintain that aiming to achieve high results in sports gifted athletes should be selected by appropriate methods at an early age and involved into a long and systematically planned training (Sevim, 2007; Bompa, Haff, 2009). However, recognition of young gifted athletes is a complex process, since the results of teenagers' physical development, as well as their value-based provisions, attitudes and motives change in the process of growing and development (Callender, 2010; Gonçalves, Rama, Figueriredo, 2012). According to some scientists (Byrne, Davenport, Mazanov, 2007), adolescence is a specific and rather complicated age period, when rapid and big changes occur not only in physical development, but also in psycho-social maturity. Therefore, recognition and selection of children and teenagers gifted for sports is a multi-faceted process, when it is important not only to evaluate an athlete's present appearance considering their physical, physiological, psychological, cognitive and sociological features, and technical capacities, but also evacuating such important aspects as social, emotional, motivational and temperamental factors (Pruna, Tribaldos, Bahdur, 2018). Whether the talents will be disclosed depends not only on an athlete's innate capabilities, but also on the educational factors affecting them. A great influence is made by the coach and educational environment created by the school, which allows developing and growing an athlete's personality (Williams, Reilly, 2000; Pensgaard, Roberts, 2002). However, it is not the school that affects the educational environment and motivational climate. The attitude of family members towards physical activity, their support for an athlete, the coach and his/her ability to appropriately plan the training content, teammates, facilities, attention from the media and other people, as well as values and social provisions also contribute to this process (Hassandra, Goudas, Chroni, 2003; Lenzen, Brouwers, Dejardin et al., 2004). An effective programme of the identification of children and teenagers gifted for sports can help to recognize talents at an early stage, which can become a vitally important element when trying to enhance successful competitiveness of the country (Vaeyens, Gullich, Warr, Philippaerts, 2009). The programmes of the identification of children and teenagers gifted for sports facilitate the process of athlete selection, which maximizes the number of gifted persons (Anshel, Lidor, 2012). Early recognition of gifted athletes can attract funding and training opportunities for athletes having the greatest potential for success (Durand-Bush, Salmela, 2001). Countries are concerned with creating research-based methods to select the most gifted athletes that could successfully compete on the international sports arena. Over the past two decades, the increasing number of studies have been accomplished trying to understand the issues concerning experience in the identification and education of children and teenagers gifted for sports (Williams, Reilly, 2000; Abbott, Button, Pepping et al., 2005; De Bosscher, De Knop, Van Bottenburg, Shibli, 2006; Pearson, Naughton, Torode, 2006; Lidor, Cote, Hackfort, 2009; Anshel, Lidor, 2012; Roth, 2012; Brouwers, De Bosscher, Sotiriadou, 2012; Nijs, Gallardo-Gallardo, Dries, Sels, 2014; Swann, Moran, Piggott, 2015). However, despite considerable achievements in the process of identification of children and teenagers gifted for sports, a universally recognized model of the identification of children and teenagers gifted for sports does not exist Hohmann, 2001; Abbott, Collins, 2004; Vaeyens, Lenoir, Williams, Philippaerts, 2008; Davids, Araujo, Vilar, Pinder, 2013; Louzada, Maiorano, Ara, 2016). There are cases when decisions concerning the selection of athletes are made subjectively, without scientific validation (Regnier, Salmela, Russell, 1993; Williams, Franks, 1998; Abbott, Button, Pepping, Collins, 2005), whereas a lot of potentially gifted athletes are not selected due to inappropriate selection criteria or applying no selection criteria at all, as well as due to athletes changing a sports branch or a large number of drop-outs from sports (Abbott, Collins, 2004; MacNamara, Collins, 2011; Tranckle, Cushion, 2006; Winfried, 2001). It is important that children and teenagers get interested in sports, are selected to appropriate sport branches, as well as attempts are made so that they do not break their sporting career too early (Schiffer, 2013); every year approximately 35% of young athletes quit sports and it is not clear if they ever resume their sporting activity again (Purcell, 2005; Breunner, 2012). Therefore, the application of these selection criteria and a large drop-out of athletes from sports can be partly justified in countries with high population. The principle of natural selection can have a greater influence. In the case of a small country (for instance, Lithuania), such a selection is not suitable. Trying to avoid subjectivity, the majority of the latest scientific studies in sports science are related to the investigation of the influence of innate (natural) and acquired (educated) features on sporting results (Baker, Bagats, Büsch, Schorer, 2012; Coutinho, Mesquita, Fonseca, De Martin-Silva, 2014; Davids, Baker, 2007). With the increasing competition among athletes over the past period (De Bosscher et al., 2006) and sports becoming a political and commercial phenomenon (Green, Oakley, 2001), there appears a necessity for timely and appropriate choice of a specific branch of sports, which would help to achieve good results in the future. Different methods and programmes of selecting the most capable athletes are applied all over the world. In the majority of countries, selection models consisting of several stages are applied, which rely on a coach's competence, test results and analysis of competition results, whereas the selected athletes are invited to learn and do sports in specialised schools. Similarly to some other countries, in Lithuania concern about (self-) education of children gifted for sports has led to the emergence of sports gymnasiums. Panevėžys Raimundas Sargūnas Sports Gymnasium is one of the three general education schools of Lithuania that implement basic and general education alongside with sports education, and in which a part of sports education in the field of specialized education aims at training students that have special educational needs due to their giftedness in sports for high excellence and results (Order No. V-1010 of the Minister of Education and Science of the Republic of Lithuania, 24 October 2014). The programme outlines the knowledge, abilities and attitudes that athletes should acquire to comply with physical, technical, tactical requirements, as well as requirements for fitness and achievements. The purpose of Panevėžys Raimundas Sargūnas Sports Gymnasium gives a possibility to analyse the gymnasium as a case revealing the aspects of the selection of teenagers gifted for sports, which can help to better understand what educational preconditions are created and how to select teenagers gifted for sports and to disclose their talents, as well as to help create and improve practical models for schools educating teenagers gifted for sports. Therefore, the research question was formulated: how does the selection of teenagers gifted for sports occur and how are the educational preconditions for the selection of teenagers gifted for sports created? The problem-based question and the fact that a universal and effective model of the selection of children and teenagers gifted for sports does not exist, highlight the research object, i. e. the selection of teenagers gifted for sports. The aim of the research is to reveal the educational preconditions for the selection of teenagers gifted for sports. The research objectives: 1. To theoretically validate the educational preconditions for the selection of teenagers gifted for sports. 2. To identify the educational factors and notice of the choice of sporting activity by athletes. 3. To explore the physical and functional fitness of athletes and its dynamics. 4. To determine the attitudes of athletes as educational preconditions for the selection of teenagers gifted for sports. 5. To determine the attitudes of coaches as educational preconditions for the selection of teenagers gifted for sports. Scientific novelty and practical significance of the doctoral research ● The validated educational factors that influence the selection of teenagers gifted for sports allow better understanding of the factors of choosing a sporting activity and survival in sports as educational preconditions for the development of capabilities. ● The determined dynamics of physical and functional fitness of teenage athletes in an educational environment beneficial to the development of their innate capabilities for sports helps to understand the dynamics and multi-dimensionality of the selection of teenagers gifted for sports as a process, as well as problematic control of its components when identifying and developing their capabilities. The case of one of the three sports gymnasiums of Lithuania has been explored in terms of the selection of teenagers gifted for sports – such studies have not been performed in Lithuania so far. ● The results of the theoretical and empirical research complement the theory of sports science with innovative and original data on the expression of the educational preconditions affecting the selection of teenagers gifted for sports. Practical significance. The educational preconditions for the selection of teenagers gifted for sports that affect athletes' decision to choose a sporting activity from other spheres of supplementary education have been analysed and generalised. The determined peculiarities of motivation will help coaches to select appropriate pedagogical and psychological tools to motivate athletes to seek for high results in sports. The educational factors stimulating and aggravating athletes' selection and motivation to seek for high results in sports have been distinguished during the research, the role of a coach as one of educational factors has been revealed in the process of selecting and training athletes – these findings will allow a more purposeful planning of the (self-) development of coaches' competences and provision of all the necessary support concerning the selection of athletes to them. The analysis of the changes in the results of athletes' physical and functional fitness will give a possibility to make a more thorough selection of teenagers gifted for sports to 12 sports branches, as well as to train them more purposefully and effectively for national and international competitions. The research data can be applied in compiling model characteristics of different age periods and different sports branches by specifying training programmes and evaluating the changes in athletes' individual fitness. The research results can be used by the administration, coaches and other employees of athletes' educational centres, federations and sports schools. CONCLUSIONS 1. The search and selection of gifted children is a complex, dynamic, long-lasting, and special educational process that depends on a variety of factors interacting and constantly changing in the process. The factors influencing the selection and results in the sporting activity can be divided into four groups: genetic-physiological, psychological, social, and educational factors. The genetic potential, anthropometric data and physical abilities are essential indicators for the identification and selection of teenagers gifted for sports. Psychological features, such as perseverance, self-confidence, positive attitude, devotion, dedication, strong intrinsic motivation, concentration, attentiveness, and emotional control, are important in selecting gifted teenagers. Social factors include sports policy, culture, natural conditions, geographical location of the country, various opportunities, specific tendencies in the development of modern sports, and support rendered to the participants of the educational process. Educational factors – educational environments, parent support, practice, the coach and teammates, have an educational impact on athletes and can influence their decision making, motivation, habits, training and skills.Therefore, the selection of gifted teenagers should be specific to each sports branch and include a multi-disciplinary approach when clearing out athletes' motives, the attitudes of athletes and coaches, as well as implementing the monitoring athletes. 2. Regardless of gender and a group of sports branches, the main factors that motivate the choice of sports activities include educational (motivation of the coach, parents and friends) and internal cognitive motives (desire to master a sports technique). The least important motives involve material (possession of own inventory, good facilities for training), geographical (a sports school close to home), not being admitted into another sports branch, or lack of other choices. The choice of a sport from other areas of supplementary education is determined by a desire to be physically fit and a desire to engage in leisure activities. The least important motives are the desire to become famous and the desire to be attractive. Intrinsic motivation is more pronounced than extrinsic.The boys' external motivation is stronger than that of girls. Amotivation is more characteristic of the girls. The internal and external motivation is more expressed by the athletes of team sports; external motivation in individual sports appears to be the weakest, whereas the weakest intrinsic motivation and the strongest amotivation is revealed in duelling sports. 3. The results of physical development, physical fitness and functional capacity of stronger athletes are not always statistically significantly different from those of other athletes or control group athletes. A part of the indicators of stronger athletes are better, which leads to an assumption that alongside with psychosocial abilities, social factors, educational factors, and high motivation, they are essential to achieve high results. The correlation study reveals which indicators need to be taken into account and developed when selecting teenagers gifted for sports and achieving high results. 4. The most important factors for teenagers' decision to start doing sports and choose a sports branch include the surrounding environment, where the most important roles are ascribed to the coach, family members and friends. The genetic-physiological and psychological factors that are affected by the coaching and environmental factors are considered as the main factors determining success in sports. The coach is identified as the most important educational factor in the selection of gifted teenagers, whereas a favourable climate, motivating influence of the coach, his/her competence and ideal conditions help to disclose the athletes' talents and achieve high results. While choosing a sport and training, the self-educational factor is distinguished seeking to change oneself, as well as to change own or others' future relating it to sports. The factors that reduce the motivation of athletes and thus prevent the full potential of talented athletes, as well as leading them to end their sporting careers are highlighted: stabilisation of their progress in the results, injuries and high loads of physical activity. 5. The coaches distinguish the importance of psychological and physiological factors in selecting teenagers gifted for sports. The coaches consider the teenagers to be prospective athletes who have a strong internal and external motivation to train, innate capabilities, and physical abilities that are influenced by environmental factors, coaching competence, and practice. The role of the coach as the most important educational factor is highlighted in the search for gifted athletes among those already in the sport or referring to the competence of other coaches, recommending athletes who can achieve higher results in other sports branches. Identifying gifted teenagers-athletes, the coaches look for dedicated, hardworking and goal-seeking athletes with strong motivation. Family members and peers are recognised as educational factors that have a significant impact on athlete selection. The research also highlights the problems faced by coaches in the selection process. These are physiological and psychological changes in the body and the priorities of teenage athletes, which are influenced by their surrounding environment.
Relevance of the research. Recognition and education of children and teenagers gifted in sporting activity is an important part of the attainment of particular results in sports. Identification of children and teenagers gifted for sports is a process, when athletes are recognised at the early stage of their development and have a possibility to attain high results in adulthood (Williams, Reilly, 2000; Vaeyens, Lenoir, Williams, Philippaerts, 2008). It means that individually or in combination, their physical, physiological, psychological and social features, as well as technical capabilities can help to predict their potential in the future (Williams, Reilly, 2000). Some scientists maintain that aiming to achieve high results in sports gifted athletes should be selected by appropriate methods at an early age and involved into a long and systematically planned training (Sevim, 2007; Bompa, Haff, 2009). However, recognition of young gifted athletes is a complex process, since the results of teenagers' physical development, as well as their value-based provisions, attitudes and motives change in the process of growing and development (Callender, 2010; Gonçalves, Rama, Figueriredo, 2012). According to some scientists (Byrne, Davenport, Mazanov, 2007), adolescence is a specific and rather complicated age period, when rapid and big changes occur not only in physical development, but also in psycho-social maturity. Therefore, recognition and selection of children and teenagers gifted for sports is a multi-faceted process, when it is important not only to evaluate an athlete's present appearance considering their physical, physiological, psychological, cognitive and sociological features, and technical capacities, but also evacuating such important aspects as social, emotional, motivational and temperamental factors (Pruna, Tribaldos, Bahdur, 2018). Whether the talents will be disclosed depends not only on an athlete's innate capabilities, but also on the educational factors affecting them. A great influence is made by the coach and educational environment created by the school, which allows developing and growing an athlete's personality (Williams, Reilly, 2000; Pensgaard, Roberts, 2002). However, it is not the school that affects the educational environment and motivational climate. The attitude of family members towards physical activity, their support for an athlete, the coach and his/her ability to appropriately plan the training content, teammates, facilities, attention from the media and other people, as well as values and social provisions also contribute to this process (Hassandra, Goudas, Chroni, 2003; Lenzen, Brouwers, Dejardin et al., 2004). An effective programme of the identification of children and teenagers gifted for sports can help to recognize talents at an early stage, which can become a vitally important element when trying to enhance successful competitiveness of the country (Vaeyens, Gullich, Warr, Philippaerts, 2009). The programmes of the identification of children and teenagers gifted for sports facilitate the process of athlete selection, which maximizes the number of gifted persons (Anshel, Lidor, 2012). Early recognition of gifted athletes can attract funding and training opportunities for athletes having the greatest potential for success (Durand-Bush, Salmela, 2001). Countries are concerned with creating research-based methods to select the most gifted athletes that could successfully compete on the international sports arena. Over the past two decades, the increasing number of studies have been accomplished trying to understand the issues concerning experience in the identification and education of children and teenagers gifted for sports (Williams, Reilly, 2000; Abbott, Button, Pepping et al., 2005; De Bosscher, De Knop, Van Bottenburg, Shibli, 2006; Pearson, Naughton, Torode, 2006; Lidor, Cote, Hackfort, 2009; Anshel, Lidor, 2012; Roth, 2012; Brouwers, De Bosscher, Sotiriadou, 2012; Nijs, Gallardo-Gallardo, Dries, Sels, 2014; Swann, Moran, Piggott, 2015). However, despite considerable achievements in the process of identification of children and teenagers gifted for sports, a universally recognized model of the identification of children and teenagers gifted for sports does not exist Hohmann, 2001; Abbott, Collins, 2004; Vaeyens, Lenoir, Williams, Philippaerts, 2008; Davids, Araujo, Vilar, Pinder, 2013; Louzada, Maiorano, Ara, 2016). There are cases when decisions concerning the selection of athletes are made subjectively, without scientific validation (Regnier, Salmela, Russell, 1993; Williams, Franks, 1998; Abbott, Button, Pepping, Collins, 2005), whereas a lot of potentially gifted athletes are not selected due to inappropriate selection criteria or applying no selection criteria at all, as well as due to athletes changing a sports branch or a large number of drop-outs from sports (Abbott, Collins, 2004; MacNamara, Collins, 2011; Tranckle, Cushion, 2006; Winfried, 2001). It is important that children and teenagers get interested in sports, are selected to appropriate sport branches, as well as attempts are made so that they do not break their sporting career too early (Schiffer, 2013); every year approximately 35% of young athletes quit sports and it is not clear if they ever resume their sporting activity again (Purcell, 2005; Breunner, 2012). Therefore, the application of these selection criteria and a large drop-out of athletes from sports can be partly justified in countries with high population. The principle of natural selection can have a greater influence. In the case of a small country (for instance, Lithuania), such a selection is not suitable. Trying to avoid subjectivity, the majority of the latest scientific studies in sports science are related to the investigation of the influence of innate (natural) and acquired (educated) features on sporting results (Baker, Bagats, Büsch, Schorer, 2012; Coutinho, Mesquita, Fonseca, De Martin-Silva, 2014; Davids, Baker, 2007). With the increasing competition among athletes over the past period (De Bosscher et al., 2006) and sports becoming a political and commercial phenomenon (Green, Oakley, 2001), there appears a necessity for timely and appropriate choice of a specific branch of sports, which would help to achieve good results in the future. Different methods and programmes of selecting the most capable athletes are applied all over the world. In the majority of countries, selection models consisting of several stages are applied, which rely on a coach's competence, test results and analysis of competition results, whereas the selected athletes are invited to learn and do sports in specialised schools. Similarly to some other countries, in Lithuania concern about (self-) education of children gifted for sports has led to the emergence of sports gymnasiums. Panevėžys Raimundas Sargūnas Sports Gymnasium is one of the three general education schools of Lithuania that implement basic and general education alongside with sports education, and in which a part of sports education in the field of specialized education aims at training students that have special educational needs due to their giftedness in sports for high excellence and results (Order No. V-1010 of the Minister of Education and Science of the Republic of Lithuania, 24 October 2014). The programme outlines the knowledge, abilities and attitudes that athletes should acquire to comply with physical, technical, tactical requirements, as well as requirements for fitness and achievements. The purpose of Panevėžys Raimundas Sargūnas Sports Gymnasium gives a possibility to analyse the gymnasium as a case revealing the aspects of the selection of teenagers gifted for sports, which can help to better understand what educational preconditions are created and how to select teenagers gifted for sports and to disclose their talents, as well as to help create and improve practical models for schools educating teenagers gifted for sports. Therefore, the research question was formulated: how does the selection of teenagers gifted for sports occur and how are the educational preconditions for the selection of teenagers gifted for sports created? The problem-based question and the fact that a universal and effective model of the selection of children and teenagers gifted for sports does not exist, highlight the research object, i. e. the selection of teenagers gifted for sports. The aim of the research is to reveal the educational preconditions for the selection of teenagers gifted for sports. The research objectives: 1. To theoretically validate the educational preconditions for the selection of teenagers gifted for sports. 2. To identify the educational factors and notice of the choice of sporting activity by athletes. 3. To explore the physical and functional fitness of athletes and its dynamics. 4. To determine the attitudes of athletes as educational preconditions for the selection of teenagers gifted for sports. 5. To determine the attitudes of coaches as educational preconditions for the selection of teenagers gifted for sports. Scientific novelty and practical significance of the doctoral research ● The validated educational factors that influence the selection of teenagers gifted for sports allow better understanding of the factors of choosing a sporting activity and survival in sports as educational preconditions for the development of capabilities. ● The determined dynamics of physical and functional fitness of teenage athletes in an educational environment beneficial to the development of their innate capabilities for sports helps to understand the dynamics and multi-dimensionality of the selection of teenagers gifted for sports as a process, as well as problematic control of its components when identifying and developing their capabilities. The case of one of the three sports gymnasiums of Lithuania has been explored in terms of the selection of teenagers gifted for sports – such studies have not been performed in Lithuania so far. ● The results of the theoretical and empirical research complement the theory of sports science with innovative and original data on the expression of the educational preconditions affecting the selection of teenagers gifted for sports. Practical significance. The educational preconditions for the selection of teenagers gifted for sports that affect athletes' decision to choose a sporting activity from other spheres of supplementary education have been analysed and generalised. The determined peculiarities of motivation will help coaches to select appropriate pedagogical and psychological tools to motivate athletes to seek for high results in sports. The educational factors stimulating and aggravating athletes' selection and motivation to seek for high results in sports have been distinguished during the research, the role of a coach as one of educational factors has been revealed in the process of selecting and training athletes – these findings will allow a more purposeful planning of the (self-) development of coaches' competences and provision of all the necessary support concerning the selection of athletes to them. The analysis of the changes in the results of athletes' physical and functional fitness will give a possibility to make a more thorough selection of teenagers gifted for sports to 12 sports branches, as well as to train them more purposefully and effectively for national and international competitions. The research data can be applied in compiling model characteristics of different age periods and different sports branches by specifying training programmes and evaluating the changes in athletes' individual fitness. The research results can be used by the administration, coaches and other employees of athletes' educational centres, federations and sports schools. CONCLUSIONS 1. The search and selection of gifted children is a complex, dynamic, long-lasting, and special educational process that depends on a variety of factors interacting and constantly changing in the process. The factors influencing the selection and results in the sporting activity can be divided into four groups: genetic-physiological, psychological, social, and educational factors. The genetic potential, anthropometric data and physical abilities are essential indicators for the identification and selection of teenagers gifted for sports. Psychological features, such as perseverance, self-confidence, positive attitude, devotion, dedication, strong intrinsic motivation, concentration, attentiveness, and emotional control, are important in selecting gifted teenagers. Social factors include sports policy, culture, natural conditions, geographical location of the country, various opportunities, specific tendencies in the development of modern sports, and support rendered to the participants of the educational process. Educational factors – educational environments, parent support, practice, the coach and teammates, have an educational impact on athletes and can influence their decision making, motivation, habits, training and skills.Therefore, the selection of gifted teenagers should be specific to each sports branch and include a multi-disciplinary approach when clearing out athletes' motives, the attitudes of athletes and coaches, as well as implementing the monitoring athletes. 2. Regardless of gender and a group of sports branches, the main factors that motivate the choice of sports activities include educational (motivation of the coach, parents and friends) and internal cognitive motives (desire to master a sports technique). The least important motives involve material (possession of own inventory, good facilities for training), geographical (a sports school close to home), not being admitted into another sports branch, or lack of other choices. The choice of a sport from other areas of supplementary education is determined by a desire to be physically fit and a desire to engage in leisure activities. The least important motives are the desire to become famous and the desire to be attractive. Intrinsic motivation is more pronounced than extrinsic.The boys' external motivation is stronger than that of girls. Amotivation is more characteristic of the girls. The internal and external motivation is more expressed by the athletes of team sports; external motivation in individual sports appears to be the weakest, whereas the weakest intrinsic motivation and the strongest amotivation is revealed in duelling sports. 3. The results of physical development, physical fitness and functional capacity of stronger athletes are not always statistically significantly different from those of other athletes or control group athletes. A part of the indicators of stronger athletes are better, which leads to an assumption that alongside with psychosocial abilities, social factors, educational factors, and high motivation, they are essential to achieve high results. The correlation study reveals which indicators need to be taken into account and developed when selecting teenagers gifted for sports and achieving high results. 4. The most important factors for teenagers' decision to start doing sports and choose a sports branch include the surrounding environment, where the most important roles are ascribed to the coach, family members and friends. The genetic-physiological and psychological factors that are affected by the coaching and environmental factors are considered as the main factors determining success in sports. The coach is identified as the most important educational factor in the selection of gifted teenagers, whereas a favourable climate, motivating influence of the coach, his/her competence and ideal conditions help to disclose the athletes' talents and achieve high results. While choosing a sport and training, the self-educational factor is distinguished seeking to change oneself, as well as to change own or others' future relating it to sports. The factors that reduce the motivation of athletes and thus prevent the full potential of talented athletes, as well as leading them to end their sporting careers are highlighted: stabilisation of their progress in the results, injuries and high loads of physical activity. 5. The coaches distinguish the importance of psychological and physiological factors in selecting teenagers gifted for sports. The coaches consider the teenagers to be prospective athletes who have a strong internal and external motivation to train, innate capabilities, and physical abilities that are influenced by environmental factors, coaching competence, and practice. The role of the coach as the most important educational factor is highlighted in the search for gifted athletes among those already in the sport or referring to the competence of other coaches, recommending athletes who can achieve higher results in other sports branches. Identifying gifted teenagers-athletes, the coaches look for dedicated, hardworking and goal-seeking athletes with strong motivation. Family members and peers are recognised as educational factors that have a significant impact on athlete selection. The research also highlights the problems faced by coaches in the selection process. These are physiological and psychological changes in the body and the priorities of teenage athletes, which are influenced by their surrounding environment.
