Integrating Physical, Cognitive, and Social Development in High Schools: A Conceptual Framework for Square Dancing under the Healthy China 2030 Agenda

Abstract

Under the Healthy China 2030 agenda, high schools face the dual challenge of improving student physical fitness while fostering whole-person development amidst heavy academic loads. While square dancing represents a feasible school-based intervention, its potential to simultaneously address physical, cognitive, and social domains remains under-theorized in current literature. This paper addresses this gap by proposing a multi-dimensional conceptual framework that redefines square dancing as a sophisticated pedagogical tool integrating rhythmic action, choreographed memory, and synchronized formation. Drawing on Diamond’s executive control theory and Johnson and Johnson’s cooperative learning theory, the framework posits that the cognitive load of rhythmic synchronization directly engages executive functions, thereby enhancing classroom attention, while the structural interdependence of group formations fosters pro-social behaviors such as cooperation and responsibility. Furthermore, the model identifies implementation fidelity—specifically instructional time and teacher modeling—as a critical moderating variable, suggesting that the magnitude of these developmental benefits is contingent upon the quality of delivery rather than mere attendance. This study provides school administrators with a theoretically grounded roadmap for resource allocation and program adoption, positioning arts-integrated physical education as a strategic asset for holistic adolescent development.