The study of foreign competence at the present stage of the higher education development becomes more relevant. The article emphasizes the organizational-pedagogical conditions, providing the formation of foreign competence in students with the features of linguistic giftedness. The way to reveal the students, who have the features of linguistic giftedness, is presented. Experimental teaching showed the increased level of independent behavior in the process of foreign language study; the work in small groups on solution of linguistic tasks to the fullest extent actualizes potential linguistic abilities of students; the satisfaction with the learning process of subject "Foreign Language" has also increased.

Powerlifters' sporting activities involve a variety of circumstances preventing them from optimal physical performance. The study of confounding factors, taking into account gender-based approach, allows determining the highest priority position of these barriers for both sexes. In the course of our study we surveyed 160 athletes-powerlifters (80 men and 80 women) from Russia at the age of 16 to 49 possessing various sports skills. This paper analyzes the first three factors that are most significant for men and women in the course of training and competitive activities. The results of the study do not reveal fundamental difference in defining significant confounding factors by male and female powerlifters.

The article deals with the problems of embedding in the content of the main professional educational program the study of the student's own professional future. The study of the personal professional future in the process of mastering the educational program will allow future teachers to develop not only planning and adaptation skills, but also to identify emerging trends in future professional activities at different time period. In the study, the time period is considered as the ability of a future teacher to keep in mind and take into account trends for a certain time perspective when analyzing and making decisions about their professional career. In the process of mastering the main professional educational program the teacher will also form futures-literacy. The purpose of the study is to identify and substantiate the content and technological possibilities for using personal foresight to predict the professional future. The article presents a structural and functional model of developing a personal foresight in real educational practice. Diagnostic data and results of the model implementation are presented: a series of personal foresights and foresight sessions in the process of mastering the main professional educational program future teachers and educational psychologists began to better recognize their professional values and goals, understand their feelings regarding the selected profiles of educational programs and career prospects. The students demonstrated an increase in their ability to assess the degree of their control over external circumstances at various time period.

The relevance of the problem presented in this article stems from the long period of professional adaptation of graduates from pedagogical programmes. New teachers often find that their teaching skills do not meet the requirements of the Federal State Educational Standard of Basic General Education and the professional standard of a teacher. This calls for the modernization of the structure and contents of pedagogical educational programmes (PEP) -they need to become more practice-orientated. The practical preparation of future teachers requires ensuring the transition from one type of activity (educational) to another (professional) with the corresponding change of needs, motives, goals, actions, means and results.The dynamics of students' transition from educational activities to teaching can be described in the context-learning technology at the level of constructing and implementing individual academic disciplines of PEPs. The dynamics of transition from educational to professional activities will be more effective if PEPs are specifically designed.The desired outcome of PEPs is the ability of teachers to build their professional activities in accordance with the professional teaching standard which ensures the possibility of organizing a full-fledged educational activity of students. Achieving this goal implies that PEPs will adopt practice-oriented and evidenced-based approaches.The educational module is defined as the basic unit of an educational program. It allows the future teacher to effectively transition from academic activities to professional ones (it is a small transition cycle).

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