Guideline to Promote Dragon and Lion Dance Sport Activity of Secondary Schools in Guangdong, The People’s Republic of China

Junshao Zhang; Phattaraphon Mahakhan; Wisute Tongdecharoen

doi:10.60027/iarj.2026.e292601

Authors

Junshao Zhang Bangkokthonburi University, Thailand https://orcid.org/0009-0004-2899-4219
Phattaraphon Mahakhan Bangkokthonburi University, Thailand https://orcid.org/0009-0008-1355-8894
Wisute Tongdecharoen Bangkokthonburi University, Thailand https://orcid.org/0009-0008-5233-7533

DOI:

https://doi.org/10.60027/iarj.2026.e292601

Keywords:

Dragon and Lion Dance Sport Activity, Guideline, Secondary Schools

Abstract

Background and Aims: Dragon and Lion Dance is an intangible cultural heritage with strong potential for integration into secondary school education in Guangdong Province. Despite its cultural and physical benefits, challenges such as limited resources, insufficient teacher training, and inadequate institutional support have restricted its development. The study aimed to: (1) Examine the current situation and challenges of Dragon and Lion Dance education in secondary schools in Guangdong Province. (2) Identify key factors influencing its implementation, including teacher training, resources, and curriculum integration. (3) Develop a practical guideline to promote Dragon and Lion Dance as part of sustainable school physical education.

Methodology: A mixed-methods approach was used. Quantitative data were collected from 310 eighth-grade students and 30 teachers/coaches across six schools in Shaoguan City, while qualitative data came from 12 expert interviews, a focus group with 12 participants, and a connoisseurship evaluation by 6 professionals. Research tools included questionnaires, interview forms, and evaluation instruments, with validity confirmed by IOC values of 0.86–0.89. Data analysis combined descriptive statistics, Likert-scale evaluations, and content analysis.

Results: The findings showed high student enthusiasm, cultural pride, and perceived benefits in teamwork and physical fitness. However, major barriers included shortages of trained instructors, insufficient equipment, limited professional development, and weak cultural promotion by schools. Teachers recognized student motivation but cited a lack of resources and a need for systematic curriculum integration. The validated guideline addressed these gaps through strategies such as modular teacher training, curriculum embedding, resource-sharing networks, student engagement programs, evaluation mechanisms, community participation, and digital innovation.

Conclusion: The study produced a comprehensive, validated guideline that balances cultural preservation with physical education. It offers feasible strategies for integrating Dragon and Lion Dance into secondary schools, thereby enhancing students’ cultural awareness, holistic development, and the sustainability of this heritage sport.

References

Huang, D., Li, N., & Ma, X. (2018). ASEAN overseas Chinese's cultural identity of dragon and lion dancing. Journal of Qinzhou University, 33(6), 54–58.

Jiang, F., Li, Z., Dong, X., & Li, S. H. (2020). Research on the construction of the value system of the Chinese dragon and lion sport in the new era. Sports and Science, 41(4), 7–15. https://doi.org/10.13598/j.issn1004-4590.2020.04.002

Li, B. Y., & Cheng, W. G. (2020). Research on the development of lion dance sport in China in the new era. Journal of Sports Culture, 4, 31–37.

Li, H., & Liu, F. (2022). Research on the teaching curriculum of dragon and lion culture in Southeast Asian countries in the background of the new era. Contemporary Sports Technology, 12(11), 121–123.

Liu, E., Zhang, J., & Chi, H. (2024). Spatial distribution and driving factors of Chinese dragon and lion dance athletes based on GIS. Heliyon, 10, e23409. https://doi.org/10.1016/j.heliyon.2024.e23409

Liu, S. (2020). Feasibility study of dragon and lion dance in primary and secondary schools. Martial Arts Research, 5(11), 110–115. https://doi.org/10.13293/j.cnki.wskx.008681

Qiu, L. L., Wang, W. C., & Zhang, C. L. (2020). A study on the current status of dragon and lion dance competitions among secondary school students. Contemporary Sports Science and Technology, 17, 209–210.

Wang. (2021). A study on the necessity of traditional ethnic sports to enter the classrooms of primary and secondary schools nationwide—The dragon and lion dance as an example. Cultural and Sports Goods and Technology, 11, 123–124.

Yuan, L., Huang, Y. Y., Chen, Y. R., & Bai, B. (2021). Internationalization of dragon and lion dance from the perspective of cultural differences between China and the West. Contemporary Sports Science and Technology, 11, 185–188.

Zhang, H. (2020). Cultivation of the team spirit of college students by the “dragon and lion dance team.” Contemporary Sports Science and Technology, 5, 204–206.

Zhang, Z., & Huang, P. (2018). Five positions, two nuclei linkage – A path to cultivate dragon and lion sports specialists for ASEAN in Guangxi. Sports Science and Technology, 39(1), 43–44.

Zhou, J., Duan, G., & Ma, Y. (2023). A study on the development and relief of ethnic traditional sports programs in primary and secondary schools in Henan Province: The example of dragon and lion dance programs. Contemporary Sports Science and Technology, 12, 127–130.

Zhou, L., & Lei, L. (2017). Can money always talk? Implication for environmental compensation by international agribusiness (IDE Discussion Paper No. 641). Institute of Developing Economies, JETRO.