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 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).