The "Healthy China 2030" Plan Outline proposes to achieve the basic mastery of one or more sports skills by young people. How to define 'proficient mastery'? What is the evaluation basis? The lack of a unified and standardized evaluation system has long been a difficult problem for school sports work. At the promotion conference on the research results of the Chinese student sports ability level standards held in Beijing on the 10th, education experts and school sports workers stated that with the official release of 22 national standards for student sports ability, including the "Football Curriculum Student Sports Ability Evaluation Specification" in May this year, the above problems are expected to be solved in the future. The 22 standard evaluation indicators each focus on 22 national standards such as the "Football Curriculum Student Sports Ability Evaluation Specification", which were developed under the leadership of the Chinese Academy of Educational Sciences (hereinafter referred to as the "Academy"). This standard took 5 years from the official launch of research in 2019 to its approval and release in May 2024. Yu Sumei, the leader of the standard development and deputy director of the Institute of Physical Education and Aesthetic Education at the Academy of Education Sciences, stated that the research on sports ability assessment is a huge project, involving issues such as what to assess, what to use for assessment, how to assess, and the use of assessment venues and equipment. The standard research team is composed of more than 400 sports experts, scholars, and frontline workers from across the country. They extensively solicited opinions and suggestions from multiple levels such as schools, sports departments, and education departments through meetings, visits, and other forms. After experiments, data analysis, and repeated demonstrations, 22 sports ability standards were finally determined, including 21 specialized sports abilities such as football, basketball, volleyball, table tennis, badminton, tennis, athletics, gymnastics, swimming, martial arts, and 1 basic sports ability. Yu Sumei introduced that each standard is divided into six levels and gradually improved. The six levels of basic athletic ability correspond to the academic grade level, while the six levels of specialized athletic ability are divided into three stages based on difficulty progression. The consolidation of foundation stage includes levels one and two, the improvement of ability stage includes levels three and four, and the development of special talents stage includes levels five and six. Students can selectively undergo assessments based on their interests, hobbies, and skill levels. According to the characteristics of various specialized sports, different evaluation indicators are established. For example, ball sports are mainly evaluated through individual skills, combination skills, and competitions, while martial arts, aerobics, and others are mainly evaluated through individual movements or complete sets of movements. There are also sports such as swimming and skating that are evaluated through individual skills, combination skills, and racing. Hao Fenglin, a first level inspector of the Department of Physical Education, Health and Arts of the Ministry of Education, stated that this set of standards is the first national standard in China used to evaluate students' athletic abilities, benchmarking against the latest "Physical Education and Health Curriculum Standards". It will provide strong support for deepening the reform of physical education curriculum teaching and promoting the high-quality development of school physical education. It is understood that this set of standards will be piloted nationwide to promote the reform of physical education teaching. Li Yongzhi, President of the Academy of Educational Sciences, believes that the standard for students' athletic ability has created a new dimension for the transformation of scientific research achievements in the Academy, and is a concrete manifestation of the direct application of educational research achievements to educational practice. In the view of Professor Mao Zhenming, the first dean of the School of Physical Education and Sports at Beijing Normal University, the release of this set of national standards has achieved a "breakthrough from 0 to 1". He stated that establishing standards for Chinese students' athletic abilities is a "natural challenge" as it involves various factors such as society's overall understanding of sports and the unique characteristics of sports programs. For example, the characteristic that sports performance is not completely repetitive makes it difficult to judge. In addition, there are various types of sports, such as combat, performance, and so on. Mao Zhenming said that a shortcoming in physical education teaching in the past was the lack of connection between the upper and lower stages of learning. For example, from elementary school to middle school to university, basketball teaching starts with the most basic dribbling. Why is there repetition? Why is there no connection? This is because the next stage doesn't know what level they have learned before. With this set of standards, such a phenomenon will not occur. "Yu Sumei said that this set of standards not only helps to implement the" physical education class shift system "and truly achieve the goal of hierarchical teaching in physical education, but also can be used for physical education entrance exams, academic evaluations, and quality monitoring of physical education. (New Society)