Using Sport Education to Teach Wushu, a Form of Chinese Martial Arts

Abstract

This study examined the veracity of the commonly held notion that ‘there is only one way to teach Chinese martial arts.’ To achieve this, a cohort of Chinese physical education majors and their teacher participated in a semester-long season of Wushu taught using Sport Education (SE). Data were collected from the teacher in the form of weekly logs and interviews and students participated in small-group interviews throughout the program. Student grades were also analyzed. Student and teacher generated data were analyzed using analytic induction and constant comparison techniques. There was a high consistency among teacher’s log entries, her interviews, and comments made by students during interviews. Nevertheless, one topic that occupied significant discussion in the final interview was the teacher’s sense of professional renewal as a result of the SE project. Analysis of student interviews generated six themes, most which reflected student responses about SE (e.g., teams, competition, roles) but which also expressed a preference for the instructional climate of classes. Further, participation during the season did not compromise knowledge or skill performance of these students. Rather, SE led to higher levels of enthusiasm and engagement than in students’ previous martial arts courses.