Pedagogical Model for Teaching the Spinning Dragon Jump in Chinese Dance

Abstract

Chinese Classical Dance is an artistic practice that places high physical and neuromotor demands on performers, particularly in complex jumping techniques such as the Spinning Dragon Jump, which involves axial rotation and precise landing control. Although the biomechanical risks associated with this technique have been widely documented, dance pedagogy in higher education remains largely dominated by traditional approaches based on imitation and aesthetic correction, with limited integration of injury prevention principles. This study aims to develop and examine a developmentally structured crossover pedagogical model that progressively integrates traditional teaching methods with biomechanical principles in the instruction of the Spinning Dragon Jump. The study employs a mixed methods design within a quasi-experimental framework involving crossover and control groups. Participants consisted of 15 dance instructors and 30 dance students from various arts education institutions in China. Analysed variables included biomechanical performance indicators (jump height and knee valgus angle), clinical–pedagogical indicators (pain score and injury risk index), and performative variables encompassing artistic expression and centre-of-gravity control during landing. The results indicate that the crossover group demonstrated improved jump performance and a significant reduction in injury risk indicators without any deterioration in artistic quality. These findings confirm that a developmentally structured pedagogical approach effectively enhances technical performance and bodily safety in Chinese Classical Dance education.