EVOLUTION OF METHODOLOGICAL PARADIGMS IN SPORTS DANCE TECHNIQUE: FROM METAPHOR TO BIOMECHANICS

Abstract

This research article presents a comprehensive comparative analysis of methodological paradigms applied to the execution of swing movements, tilts, rises, and falls in European-style sports dance. The study reveals that contemporary instructional literature, endorsed by leading international dance organizations, increasingly reflects a tendency toward integrating metaphorical-imagistic and biomechanical models of movement explanation. The primary objective of this research is to characterize the pedagogical paradigms that underpin the development of bodily literacy in athletes, with a particular focus on kinematic, rhythmic, and aesthetic dimensions. The authors employ a range of research methods, including theoretical analysis, content analysis of academic sources, comparative pedagogy, biomechanical modelling, and literary adaptation. The findings identify two dominant methodological approaches: the intuitive-imagistic approach, grounded in metaphorical thinking and artistic imagery, and the structural-biomechanical approach, based on kinematic models, anatomical precision, and phase-based movement structure. These paradigms are not presented as mutually exclusive but rather as complementary frameworks that, when synthesized, offer a more holistic understanding of movement technique. Drawing on recent international studies (Chang et al., Kulíš et al., Shioya, Yoshida et al.) and classical sources (Moore, Howard, Hearn, Trautz, Nystrom), the analysis highlights a growing trend toward stylistic synthesis in modern dance pedagogy. This synthesis reflects a shift from rigid technical instruction to a more nuanced, interdisciplinary approach that embraces both scientific rigor and artistic expression. The concept of “intellectual choreography” is introduced as a new pedagogical framework that integrates biomechanical accuracy, metaphorical depth, and athletic effectiveness. Based on this framework, the authors propose a modular training system tailored to the needs of children’s, recreational, and inclusive pedagogy – particularly relevant in the context of martial law and the broader challenges facing Ukrainian education. The article contributes to the renewal of sports dance methodology, the advancement of bodily literacy, and the development of national choreology as a synthesis of art, science, and sport. It offers a foundation for future curriculum innovation and invites further interdisciplinary dialogue among educators, coaches, and researchers.