Sports dance education in Chinese universities faces the dual challenge of meeting national physical education standards while fostering students' artistic expression and physical health. Despite the growth of this discipline

there is a scarcity of qualitative research exploring the specific pedagogical strategies employed by teachers in specific regional contexts such as Northwest China.

Purpose

2

This study investigates the pedagogical approaches and specific teaching strategies utilized by sports dance teachers in universities in Xi'an

Shaanxi Province

China

to enhance student proficiency.

Method

2

A qualitative case study design was employed. Data were collected through 18 classroom observations (three sessions per teacher)

semi-structured interviews with six experienced sports dance teachers

and document analysis of lesson plans. Thematic analysis was used to interpret the data.

Findings

2

Four dominant pedagogical themes emerged: (1) Structured Pedagogical Sequencing

(2) Demonstration

Imitation

and Correction cycles

(3) Embodied Technique and Kinaesthetic Awareness

and (4) Discipline and Classroom Management. Effective teaching was characterized by a blend of teacher-led authority and adaptive strategies tailored to student needs.

Conclusion

2

The study concludes that effective sports dance pedagogy in this context requires a systematic integration of technical precision

rhythmic scaffolding

and strict classroom management. These findings offer practical guidelines for enhancing teaching standards in higher education sports dance curricula.