THE PSYCHOLOGICAL AND PEDAGOGICAL VARIABILITY OF NORMATIVE DIAGNOSTICS FOR MASTERING COMPETENCIES IN PRACTICAL DISCIPLINES OF THE HEALTH-SAVING BLOCK OF THE FEDERAL STATE EDUCATIONAL STANDARDS

In the "Zoomer" generation, there is a frequent occurrence noted by many scholars of a certain tendency towards a "clip" worldview, leading to the necessity of having large arrays of alternative content resources for consumption – the opportunity for choice.
The purpose of the study is to explore alternative options for normative diagnostics, taking into account the independent choice of norms for assessment by students, in accordance with the postulates of the psychological and pedagogical approach in higher education.
Research methods and organization. Methods of analytical selection and synthesis of data from literary sources, pedagogical experiment, and methods of mathematical statistics were employed. The study involved 80 students from four faculties. The research lasted for one academic year.
Research results and conclusions. During the study, gender differences in the results of normative diagnostics were confirmed for the majority of selected standards. Among the most preferred alternative standards, in addition to "30-second Sit-up" and "30-second Jump Rope," there was a standard from the "Ready for Labor and Defense" complex called "Flexibility." It was found that students are not interested in using normative diagnostics to differentiate social and professional life skills as stated in the Federal State Educational Standard for Higher Education.

higher education, educational standards, physical fitness of students, physical education and sports activities