Development of Wushu Teaching Model under the Concept of Outcome-based Education for University Students in Guangdong Province

Yi Yang; Chanchai Siriphan

doi:10.60027/iarj.2026.e293255

Authors

Yi Yang Bangkokthonburi University, Thailand https://orcid.org/0009-0005-5803-2157
Chanchai Siriphan Bangkokthonburi University, Thailand https://orcid.org/0009-0000-9981-655X

DOI:

https://doi.org/10.60027/iarj.2026.e293255

Keywords:

Wushu Teaching, Outcome-Based Education, University Students

Abstract

Background and Aim: The current Wushu teaching model is overly competition-focused, with homogeneous course content, imbalanced faculty expertise, and limited attention to traditional techniques and cultural heritage. Additionally, rigid curricula and misaligned talent development goals hinder students’ ability to acquire interdisciplinary, adaptable skills needed for diverse societal and professional roles. Addressing these issues requires a reconceptualization of Wushu pedagogy to meet the multi-dimensional needs of modern learners while preserving its cultural essence. Therefore, this research aimed to develop a Wushu teaching model under the concept of outcome-based education for university students in Guangdong province.

Materials and Methods: This research was mixed-method research. The comprehensive study included a questionnaire survey of 320 students and 16 Wushu teachers from three universities in Guangdong province, namely Guangzhou Sport University, South China Normal University, and Guangzhou University. This survey aimed to study the current situation and problems of Wushu teaching. After that, through the purposive sampling method, 7 experts were interviewed to draft the Delphi questionnaire and the framework of the Wushu teaching model. 19 experts participated in two rounds of Delphi consensus to draft the Wushu teaching model. Additionally, 9 experts conducted focus group discussions to further improve the Wushu teaching model. Finally, 9 experts were conducted connoisseurship discussion to finally confirm and evaluate the Wushu teaching model. Questionnaire data were analyzed using mean and standard deviation, while Delphi consensus data were analyzed using median and interquartile range (IQR), with standards set as median ≥ 3.50 and IQR ≤ 1.50.

Results: Wushu teaching model under the concept of outcome-based education for university students in Guangdong province consists of 5 first-level indicators, 17 second-level indicators, and 49 third-level indicators. First-level indicators include the learning outcome objective system with 4 second-level indicators, the system of teaching content and method with 3 second-level indicators, the learning outcome evaluation system with 3 second-level indicators, the continuous improvement mechanism with 3 second-level indicators, resources and security system with 4 second-level indicators.

Conclusion: Validated by experts, this model provides a systematic framework for enhancing Wushu teaching quality, promoting regional cultural inheritance, and supporting students' comprehensive development, offering valuable references for college Wushu education reform in Guangdong.

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