У статті обґрунтовано необхідність контролю фізичної підготовленості студентів як показника
ефективності системи фізичного виховання у вищих закладах освіти. Окрему увагу приділено аналізу якості
змісту педагогічного тестування для оцінки рухового розвитку сучасних студентів. Досліджено відповідність
пропонованої системи оцінювання фізичної підготовленості функціональним можливостям студентської молоді.
The article substantiates the necessity of controlling the physical readiness of students as
an indicator of the effectiveness of the system of physical education in higher educational institutions. Particular attention is
paid to the analysis of the quality of the content of pedagogical testing for assessing the motor development of modern
students. The correspondence of the proposed system of assessing physical preparedness to the functional capabilities of
student’s youth.
The physical condition of modern student’s youth is low, which limits the availability of some physical fitness tests
and, accordingly, questions the objectivity of the assessment. The rational selection of motor tests for students' physical
fitness improves the effectiveness of assessing the motor potential of the country's future labor resources.
Low levels of health and lack of motor activity in modern youth confirm the inaccessibility of the proposed motor
tests or their low result, including control exercises for endurance, strength and speed.
The use of limit tests, unreasonably overestimated norms for evaluating some control exercises require revision of
the norms for its assessment.
Dependence of individual motor achievements of students on genetically determined parameters of body structure,
physiological features and type of nervous system reduces the reliability of evaluation of controlled motor abilities, and
therefore there is a need to revise the average standards or to search for equivalent tests.
In the structure of motor tests for assessing physical fitness, parameters that are directly related to the quality of
life, in particular morphofunctional capabilities and adaptive potential of students are not sufficiently taken into account.
