Managerial Guidelines to Promote Cheerleading Teaching and Learning for Higher Education Students in Guangdong Polytechnic of Industry and Commerce

Background and Aim: Cheerleading combines athletics, art, and education and has gained popularity among Chinese college students. However, its growth in higher education is hindered by limited resources, outdated teaching methods, and a lack of standardized management protocols. Guangdong Polytechnic of Industry and Commerce faces inadequate facilities, insufficient funding, and a shortage of professionally trained instructors. Existing research focuses on international competition systems rather than localized teaching frameworks, underscoring the need for context‑specific managerial guidelines. This study, therefore, aims to develop POLC‑based (Plan, Organize, Lead, Control) guidelines to optimize cheerleading instruction and learning at this institution. Materials and Methods: Using a mixed‑methods design and the POLC model, we surveyed 333 cheerleading students and 10 teachers via an online questionnaire based on the Taro Yamane formula. We also held focus groups with 15 experts—including professors, coaches, and administrators—to gather qualitative insights. Data were analyzed both quantitatively and qualitatively to extract core management components. Results: The resulting managerial framework comprises four domains: Planning: Tiered objectives, adaptive strategies, communication, stakeholder engagement, and resource assurance. Organizing: Resource integration, role delineation, scheduling, and equipment oversight, diverse teaching models, and faculty development. Leading: Coordinated support, tailored counseling, team building, psychological services, exemplar leadership. Controlling: Multi-source feedback, safety protocols, data‑driven evaluation, scientific assessment, iterative improvement. Conclusion: This evidence-based framework offers higher vocational colleges a student‑centered approach to cheerleading education. By addressing planning, resource allocation, leadership, and quality control, the guidelines balance skill development, collaboration, and safety. Institutions are encouraged to adapt these recommendations to local contexts, continuously monitor implementation, and explore interdisciplinary integration and digital innovations for ongoing refinement.