Abstract: Motor skills are a central component of the physical education and health curriculum, encompassing fundamental motor skills and specialized sports skills. Designing and implementing sports skill instruction in alignment with students' physical and mental developmental patterns, the principles of sports skill acquisition, and the characteristics of students' learning in physical education are crucial for students to better master and apply these skills. This, in turn, plays an essential role in cultivating core competencies and promoting students' physical and mental well-being. This paper focuses on three key issues: whether primary schools should adopt autonomous sports options and a flexible class system, whether fundamental motor skills should be taught throughout the entire compulsory education period, and whether specialized sports skills should be graded according to student levels. Through scientific analysis and in-depth research, this paper argues that primary schools should not adopt autonomous sports options and a flexible class system. Specialized instruction in fundamental motor skills is more appropriate for grades 1-2, while grading specialized sports skills by grade levels does not align with the target of curriculum standards or the characteristics of students' physical education learning. A correct understanding and interpretation of the three issues will contribute to enhancing the scientific basis and effectiveness of sports skill instruction and evaluation in the physical education and health curriculum, improving the quality of physical education teaching, and promoting students' enjoyment of physical activities, mastery of sports skills, and overall healthy development.