Special sports skill settings include

Judging from the current general consensus in the domestic physical education and training industry, the core framework of the setting content of special sports skills basically covers the four modules of basic adaptation, technical core, practical application, and injury protection. Different projects, different groups, and different teaching schools will adjust the proportion of modules according to actual needs, or even increase or decrease exclusive content. There is no completely unified standardized template.

A while ago, when I helped my friend who runs a children's basketball club adjust the curriculum system, I felt particularly deeply about this matter. In the past, their courses were all about dribbling and shooting. Many five- and six-year-old children were unable to keep up with the coordination. The ball would fly after two shots, and they would cry after practicing twice and not want to come back again. Parents also felt that they "cannot learn anything", and the dropout rate remained high. Later, we moved the content of the basic adaptation module forward. We did not touch the ball for the first ten minutes, and first did interesting physical training related to basketball, such as chasing around the pile and throwing and catching bouncy balls to practice reaction. In less than two weeks, the retention rate increased by 32%.

Speaking of this basic adaptation module, the industry has actually been arguing for a long time. Sports schools and college sports majors have always insisted that basic adaptation should account for at least 30% of the class time. Especially minors and adults with no sports foundation must first develop the cardiopulmonary ability, explosive power, coordination, and joint mobility related to the project. Otherwise, they will encounter special techniques, which is particularly easy to cause injuries. However, most market-oriented training institutions do not recognize this statement. After all, many ordinary consumers sign up for classes just to "see results quickly." If you ask people to pay money and come to three classes to practice running and stretching, everyone will think you are cheating. Therefore, most commercial institutions Basic adaptation will be compressed to less than 10% of each lesson, or even skipped directly, and the "content that can be displayed" will be taught, such as letting children shoot a basket in the first lesson, or allowing adults to catch two badminton rounds, first to maximize user satisfaction.

What everyone usually perceives the most is definitely the technical core module. To put it bluntly, it is the unique iconic movements of this project, such as badminton’s high-ball swing and lunge footwork, swimming’s strokes and breathing rhythm, and rock climbing’s choice of force points. To be honest, I stepped on a big hole when I was learning freestyle swimming before. When I signed up for the first trial class in the gym, the instructor pushed me into the water and made me cling to the edge of the pool to flop around. He called it "finding the feeling of water." After learning to swim 50 meters for a week, I had to rest for three minutes, and my shoulders were still so painful that I couldn't lift them up. Later, I changed to a coach who retired from a professional team. He didn’t even let me get out of the water in the first three classes. I practiced the decomposition of shoulder turns and kicks on the shore every day. At that time, I secretly complained about whether I was cheating on class time fees. As a result, I went into the water in the fourth class and swam 200 meters for the first time. My shoulders were not sore at all. Only then did I realize that good technical core teaching is to break down the movements into the smallest units and focus on the details. They will not let you practice the entire set of movements blindly.

No matter how proficient the technology is, whether it can be used depends on whether the content of the practical application module is solid enough. This part is also very different between different sports. For example, table tennis, badminton and other cross-net confrontation sports, actual combat is more about multi-ball training and scoring confrontation, and the training is technical response in different scenarios. ； In projects such as parkour and outdoor rock climbing, many coaches directly put more than half of the class time into real scenes. I used to know a parkour coach who never took his students to the training ground for more than two hours. The rest of the time he took his students to the old city and city parks to find real steps, low walls, and slopes to practice. He said that the obstacles in the training ground were all standardized. The steps in the real scene were of different heights and the walls had different slipperiness. The reaction you got from training was your own. The students he led improved more than twice as fast as those who practiced in the training ground. Of course, safety ropes and protective gear must be all in place. Of course, many people think that there is no need for amateurs to practice actual combat. They just sweat and have fun. Practicing for confrontation can easily lead to injuries. This also depends on personal needs. There is nothing right or wrong.

Many people tend to overlook it, but in fact the most urgent thing is the content of the damage protection module. In the past, everyone thought that "sports injuries are caused by practicing too hard." Now, whether it is a professional team or a serious teaching institution, this content will be embedded in the entire teaching process. "Today we will learn injury prevention" will not be mentioned separately. For example, when practicing running, you will be taught how to adjust your landing posture and how to choose running shoes suitable for your foot type. When practicing basketball, you will be taught how to cushion the landing and how to deal with sprained feet immediately. During rest, they will teach you which part of the muscle to use a foam roller to relax. I suffered this disadvantage when I was practicing tennis before. The coach only taught me how to hit fastballs with strength, and did not mention the protection of tennis elbow at all. After two months of practice, my elbow hurt to the point that I had difficulty holding chopsticks. It took me only half a year to recover. Now, no matter what new sport I learn, the first thing I ask the coach is "What is the most likely injury in this sport and what should I pay attention to in daily life?"

Of course, not all projects follow these four modules, and many niche projects have their own exclusive content. For example, equestrian requires special training on horse interaction and horse control perception, archery requires concentration control, and surfing requires learning the basics of ocean currents and weather. These are all determined by the characteristics of the project, and there is no need to fit them into a general framework.

Having said that, there is no absolute standard answer to the setting of special sports skills. If you just want to meet up with friends to play ball and sweat on the weekend, then there is no need to pay attention to any module settings, just go out and play.； If you want to learn a skill seriously, or even want to play in amateur competitions to get some rankings, then follow these modules and find a reliable coach, and you will never run into big pitfalls.