Intergenerational transformations in pedagogical practices: a qualitative study of Chinese Wushu coaches

This study explores the intergenerational transformation of pedagogical practices among Chinese Wushu coaches born in the 1970s, 1980s, 1990s, and 2000s. Guided by Bourdieu’s theory of field and habitus, teacher identity construction theory, and social constructivism, the research examines how socio-cultural change, policy reform, and evolving student expectations have shaped coaching philosophies, instructional methods, and value orientations. Fourteen coaches participated in semi-structured interviews, and data were analyzed thematically. Findings reveal three interconnected domains: (1) a shift from discipline-centred, uniform instruction toward diversified, learner-responsive approaches; (2) the influence of policy, media, and educational structures in reconfiguring pedagogical priorities; and (3) the transformation of professional identity and capital, with digital branding and emotional labor becoming increasingly central. The results highlight the coexistence of tradition and innovation, where younger coaches strategically adapt heritage practices to align with contemporary cultural aesthetics and institutional demands. These insights contribute to the understanding of sports pedagogy in rapidly modernizing societies and offer implications for coach education, curriculum design, and cultural heritage preservation.