Functional Motor Competence and Student Engagement in Wushu Short Weapons Courses: The Mediating Role of Coach Instructional Support

Abstract

This study investigates the relationship between functional motor competence, coach instructional support, and students’ learning interest and engagement in Wushu short weapons courses in higher education institutions. Using a quantitative cross-sectional research design, data were collected from 400 university students enrolled in Wushu training programs. Structural Equation Modeling (SEM) was employed to examine the relationships among the study constructs. The results indicate that functional motor competence significantly predicts students’ learning interest and engagement in Wushu training. In addition, coach instructional support was found to have a significant positive effect on learning engagement and partially mediates the relationship between motor competence and student engagement. These findings suggest that students with stronger motor competence and those who experience supportive instructional environments are more likely to demonstrate higher levels of motivation and active participation in martial arts learning. The study highlights the importance of integrating motor skill development with supportive coaching strategies to enhance student engagement and motivation in martial arts education within higher learning institutions.