The aim of this work is to assess the the realization of strategic management principles in Švenčionys district general education schools, to present the conclusions and proposals for the development of strategic management in general education schools. The issue raised in this research is the importance of strategic management development and implementation, both in public and in private sectors, which is emphasized as an essential factor in achieving a higher standard of living for progress of people, science and technology. However, democracy and progress in every development, practicing the principles of strategic management in organizations, are done only in part, and they are constantly faced with different obstacles. There are no published studies about the realization of strategic management principles in Lithuanian schools, which is why this fact reveals the novelty of the given subject. Research objectives: 1. To reveal the strategic management concept. 2. To discuss the applicability of strategic management principles in educational institutions. 3. To evaluate the realization of strategic management principles in Lithuanian educational institutions by theoretical aspect. 4. To investigate the application of strategic management principles in Švenčionys district general education schools. 5. To present the possibilities of strategic management development in general education. The contingent of the exploratory: The research was conducted in nine schools in Švenčionys district and in five institutions which are social school partners. The method used in this research: survey (used in two different forms). 160 respondents in total. Main research conclusions: Once summarizing the research results, we came to the conclusion that the strategic management principles are not yet implemented in Švenčionys district schools: some of the research participants claimed that their schools were not ready for creation of any strategic plan and they were certainly not yet ready for its implementation. One-fifth of the respondents admitted that they were not fully familiar with the school's strategic plan; only two-thirds of respondents made use of opportunity to influence the strategy development, three quarters understood their participation in the strategic management process as their personal coordination with the school's policy. Only little more than half of the survey participants rated the indicators marked in school strategic plan as real, based on comprehensive school environmental and internal analysis. Often this opinion was expressed by respondents with higher duties than by those occupying a lower position. The major obstacles to the implementation of the school's strategy for the participating in the survey Švenčionys district secondary school's headmasters and teachers, were lack of financial resources and lack of motivation. Younger respondents significantly more often than older respondents considered lack of motivation as a significant obstacle to the realization of the strategic management principles in general education school management. The research confirmed that there is a positive correlation between the realization of strategic management principles, school reputation, and education quality for students to gain.
A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.
A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.
A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.
A survey has been conducted of teachers attitudes towards managing educational change in Lithuania. 117 responses to an opinion questionnaire were received. The survey was intended to examine teachers attitudes towards education policy of the country, evaluation of the ongoing educational reform, position towards power distribution between the Ministry of Education and Science, local educational authorities, and headteachers. The survey also explored attitudes towards teacher training and appraisal. Findings indicate that teacher attitudes towards educational reform and devolution of power are mostly neutral. Strictly negative attitude was .expressed towards the way the Parliament and the Government are solving educational problems. A strong belief that society and non-governmental organisations should play bigger role in Lithuanian education was expressed.
Propagation of historical knowledge at the Society of Military Science in 1923-1933. The article deals, on the basis of archival sources and published materials, with the investigations in history, the specifics of publishing and educational activities of the public military organization active in 1923-1933.
Propagation of historical knowledge at the Society of Military Science in 1923-1933. The article deals, on the basis of archival sources and published materials, with the investigations in history, the specifics of publishing and educational activities of the public military organization active in 1923-1933.
The status of a family and its trends are complicated. Our countries current political problems, social tensions generally accumulates, touches and are most visible in the families, especially large families, changing their lifestyle, behavior. Families encounter new problems and wishing to adapt to changes, change their values, lifestyles and thus new family models and family transformations become evident. That way a problem question is formulated: is the states and communities attention to large family problem salving sufficient. The object of the research - large family social and educational problems. The goal of the research - to conduct an analysis of large family social and educational problems and provide recommendations for offering social care. The research methods employed in this work: literature from the fields of science, psychology, law etc., analytical generalization of those documents. Half Standard interview - quality and content analysis, with planned questions and outlines. In the second step of this work, the written survey was used. Survey included additional questions about the problems large families encounter and what help they need. Methods of mathematical statistics was used, along with survey, analyzing the research data. Data was processed with computer programs: Statistical Package for Sočiai Sciences; Kruscal, Wallis tests, Microsoft Excel.
The status of a family and its trends are complicated. Our countries current political problems, social tensions generally accumulates, touches and are most visible in the families, especially large families, changing their lifestyle, behavior. Families encounter new problems and wishing to adapt to changes, change their values, lifestyles and thus new family models and family transformations become evident. That way a problem question is formulated: is the states and communities attention to large family problem salving sufficient. The object of the research - large family social and educational problems. The goal of the research - to conduct an analysis of large family social and educational problems and provide recommendations for offering social care. The research methods employed in this work: literature from the fields of science, psychology, law etc., analytical generalization of those documents. Half Standard interview - quality and content analysis, with planned questions and outlines. In the second step of this work, the written survey was used. Survey included additional questions about the problems large families encounter and what help they need. Methods of mathematical statistics was used, along with survey, analyzing the research data. Data was processed with computer programs: Statistical Package for Sočiai Sciences; Kruscal, Wallis tests, Microsoft Excel.
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.
An efficient government of time in nowadays organization becomes the determinant factor trying to get successful fortune and perfect activity results. The head leader of an organization plays an important part in the processes of time governing. He is forced to fulfill lots of functions at the some time- to solve different problems concerning changes in the structure of organizations, the quality of decisions and questions concerning achievements of information technologies. The problem of efficient use of time arises. During research while analyzing the activity of the leader in Lithuanian institutions of education and science by time management aspect only few works on scientific reach of time management were found in which the activity of the leader in educational sphere is estimated. The object of research- the activity of a leader by the aspect of time management. The aim of the work- to estimate the activity of leaders and teachers by the aspect of time management in the kindergartens and schools of Ukmerge region. The aim of the work is detailed by tasks that have settled such work structure: firstly- the conception of time government is defined, then economic and social problems of ineffective time government are exposed, the advantages and possibilities of giving time planning means into practice are analyzed, the essential time planning attitudes are grounded, present and potential work-time losses time thieves that influence the length of time, are identified and the estimation of leader's activity is done according to the aspect of time government. The analysis of scientific literature showed that time is unique insufficient and irretrievable resource that we can't save, so it is very important to exhaust the given time resultantly and purposefully. The standpoint to time is a decisive factor, because the rational way of thinking and the ability to distribute time property settle the perspectives of present and future. An achievements and winnings depend on the decisive factor. According to psychological theories, the ability of organizing ones time is the key to success, so every one who is carrying about ones future and fortune, seeking for effective use of time it is very important to follow the main part of time government-time management, because it is the main way to organize ones careers and future oneself. The scientific literature points out that the aspects of time governing are the guarantors of successful work in steeling to fulfill one's personal and settled aims and the aims that are fixed by one's institutions. People are less stressful, worried can better concentrate their attention to the most important things they are more self-confident if they work in such a way while seeking their aims. The research was done in order to give proof of scientific statements. If demonstrated that the leaders and teachers who analyze their expenditure of labor time are fence, depressed and stressful rarely they are often successful in doing their fasts planned for a day- time. The leaders and teachers who work overtime exceed their working hours, because they usually check the works they have forgotten to do during their free time and holidays.
An efficient government of time in nowadays organization becomes the determinant factor trying to get successful fortune and perfect activity results. The head leader of an organization plays an important part in the processes of time governing. He is forced to fulfill lots of functions at the some time- to solve different problems concerning changes in the structure of organizations, the quality of decisions and questions concerning achievements of information technologies. The problem of efficient use of time arises. During research while analyzing the activity of the leader in Lithuanian institutions of education and science by time management aspect only few works on scientific reach of time management were found in which the activity of the leader in educational sphere is estimated. The object of research- the activity of a leader by the aspect of time management. The aim of the work- to estimate the activity of leaders and teachers by the aspect of time management in the kindergartens and schools of Ukmerge region. The aim of the work is detailed by tasks that have settled such work structure: firstly- the conception of time government is defined, then economic and social problems of ineffective time government are exposed, the advantages and possibilities of giving time planning means into practice are analyzed, the essential time planning attitudes are grounded, present and potential work-time losses time thieves that influence the length of time, are identified and the estimation of leader's activity is done according to the aspect of time government. The analysis of scientific literature showed that time is unique insufficient and irretrievable resource that we can't save, so it is very important to exhaust the given time resultantly and purposefully. The standpoint to time is a decisive factor, because the rational way of thinking and the ability to distribute time property settle the perspectives of present and future. An achievements and winnings depend on the decisive factor. According to psychological theories, the ability of organizing ones time is the key to success, so every one who is carrying about ones future and fortune, seeking for effective use of time it is very important to follow the main part of time government-time management, because it is the main way to organize ones careers and future oneself. The scientific literature points out that the aspects of time governing are the guarantors of successful work in steeling to fulfill one's personal and settled aims and the aims that are fixed by one's institutions. People are less stressful, worried can better concentrate their attention to the most important things they are more self-confident if they work in such a way while seeking their aims. The research was done in order to give proof of scientific statements. If demonstrated that the leaders and teachers who analyze their expenditure of labor time are fence, depressed and stressful rarely they are often successful in doing their fasts planned for a day- time. The leaders and teachers who work overtime exceed their working hours, because they usually check the works they have forgotten to do during their free time and holidays.
The first conception involved the founding of a secular and autonomous Vilnius University, open to national minorities, whereas the second conception favoured a national Catholic Vilnius University with limited rights of self-rule. Supporters of the first strategy suggested that the opening of the national Vilnius University was rescheduled and the required specialists were educated at foreign universities. Proponents of the second strategy requested immediate opening of the Lithuanian Vilnius University as the country was lacking of well-qualified specialists and foreign universities were unable to educate sufficient numbers of civil servants and economy specialists of various levels; the second stage covers the period from 1919 marked by the loss of Vilnius and its region and the possibility to re-establish Vilnius University by the opening of the University of Lithuania on 16 February 1922. This stage is characterised by the divergence of opinions expressed by political parties, governments, and the academic society regarding higher education in Lithuania. Governments and political parties agreed to put on hold the establishment of the university and confine to the preparation of specialists at foreign universities on the basis of state grants. The academic society, however, held an opposing opinion on the abovementioned issue and initiated the establishment of a private university type school, namely the Advanced Courses in Kaunas; the third stage is related to the founding of the University of Lithuania and covers the period from the opening of the University of Lithuania on 16 February 1922 to the establishment of new universities in the early 1930s. This stage is characterised by the fact that political parties managed to reach a compromise regarding the founding of the University of Lithuania in Kaunas, i.e. the university was intended to meet the interests of both the nation state and [.]
The first conception involved the founding of a secular and autonomous Vilnius University, open to national minorities, whereas the second conception favoured a national Catholic Vilnius University with limited rights of self-rule. Supporters of the first strategy suggested that the opening of the national Vilnius University was rescheduled and the required specialists were educated at foreign universities. Proponents of the second strategy requested immediate opening of the Lithuanian Vilnius University as the country was lacking of well-qualified specialists and foreign universities were unable to educate sufficient numbers of civil servants and economy specialists of various levels; the second stage covers the period from 1919 marked by the loss of Vilnius and its region and the possibility to re-establish Vilnius University by the opening of the University of Lithuania on 16 February 1922. This stage is characterised by the divergence of opinions expressed by political parties, governments, and the academic society regarding higher education in Lithuania. Governments and political parties agreed to put on hold the establishment of the university and confine to the preparation of specialists at foreign universities on the basis of state grants. The academic society, however, held an opposing opinion on the abovementioned issue and initiated the establishment of a private university type school, namely the Advanced Courses in Kaunas; the third stage is related to the founding of the University of Lithuania and covers the period from the opening of the University of Lithuania on 16 February 1922 to the establishment of new universities in the early 1930s. This stage is characterised by the fact that political parties managed to reach a compromise regarding the founding of the University of Lithuania in Kaunas, i.e. the university was intended to meet the interests of both the nation state and [.]
