What are the six aspects of specialized sports skills?

At present, the core of special sports skills generally recognized in the field of domestic physical education and sports training covers six dimensions, namely special basic technical skills, tactical decision-making and application skills, special perception and judgment skills, game psychological control skills, sports risk prevention and control skills, and special rule adaptation and application skills. Of course, there are also some training schools that prefer physical fitness-oriented projects, which will include special basic physical fitness into the scope of skills and replace the part of sports risk prevention and control. This difference mainly stems from whether the definition dimension is biased towards "technical application attributes" or "full participation ability attributes". There is no absolute right or wrong.

I have been on the front line of youth football training for almost 9 years, and I really understand the importance of these dimensions only after going through countless pitfalls. When many parents first send their children to school, they open their mouths and ask, "When can I practice Marseille slalom and banana ball?" They all think that good skills mean good football. This is not the case. Last year, I led the U13 team to play in the provincial championships. There was a forward in the team who could hit 80% of his fixed-point shooting in training. He was also the fastest in the team in dribbling. However, in the group stage, when his opponent set up a bus and three people surrounded him to defend him, he either had his headband cut off or panicked and his shot missed. He couldn't even see any space that he could pass to his teammates. ——This is a typical case where the basic skills are adequate, but the tactical application and perception and judgment skills have not kept up. The former is to know how to coordinate with teammates' movements and choose the optimal ball handling plan, and the latter is to be able to quickly capture the defensive loopholes on the field and predict the opponent's actions. If these two are not practiced well, no matter how good the technology is, he will only be a "training player."

In addition to on-field responses, invisible skills are even more critical. It was the same provincial competition, the semi-finals were a penalty shootout, and the winger who usually made nine out of ten penalty kicks had his legs shaking when he stood at the penalty spot, his running rhythm was completely messed up, and he kicked the ball onto the crossbar. After the game, he cried and told me, "My mind went blank and I didn't know where to put my feet."

There are also many people who tend to ignore sports risk prevention and control and the application of rules. I have seen too many children think that "injuries are bad luck" and "the rules are the referee's business." There was a good prospect who practiced middle and long-distance running before, and his 1500-meter score was stable at level 2. When he participated in the city competition, he did not do any special activation during the warm-up. In the last 300 meters, he had calf muscle cramps and quit the competition. In fact, if he could control his muscle condition in advance and know how to adjust the warm-up rhythm under different temperatures, this problem could be completely avoided.； Also, during the last amateur football match, there was a young man who was used to playing wild football. He raised his foot too high and was called for a foul. He even got angry with the referee and said, "We usually play like this."

As for the classification differences just mentioned, it is actually easy to understand. In physical-oriented events such as weightlifting and throwing, the technical movements are relatively fixed. Coaches are more willing to count the use of physical fitness such as specific strength and specific endurance as core skills. After all, for such events, specialized adaptation of physical fitness is the core of performance. The classification logic follows the attributes of the project. This is the norm in training practice. There is no need to strive for a standard answer.