This study provides some useful first insights into aspects of adapted wushu teaching approaches for young players, the authors indicated that there is a need to conduct more research focusing on specific dimensions (such as class structure and teaching behavior).The present study wants to elaborate on this earlier research and will build on motivational and skill acquisition theories regarding young foreign athletes. It will make use of a comparative design including two different wushu teaching methods (traditional versus adapted approach) and will attempts to analyse experiences of young wushu players. As such, it will look for new and scientifically robust approaches to optimize wushu teaching to young people in the West thereby increasing the promotional value of the internationalization process of the Chinese martial arts. A part from an extensive literature study on teaching methods, as well as on motivational and skill acquisition theories, the study will consist of two phases. During the first phase, by means of qualitative and quantitative methodology (i.e., survey and in-depth interviews), the research focus on the analysis of experiences of wushu coaches, teachers and young practitioners in Belgium (active as well as drop-outs). It will allow me to get a better insight into the cultural perceptions of Belgian wushu players. In addition, I will also investigate experiences of young martial arts participants in other styles in Belgium. During the second phase, an intervention study of at least two months will be set up in Belgium involving children in two different wushu teaching methods (traditional versus an adapted approach). The latter method will be developed based on insights from the literature and phase 1. Participants in both groups will be pre- and post-tested and randomly assigned to one of the two groups. Measures will be administered before and after the intervention phase of the study. Independent variable will the teaching program and teaching behavior (traditional, adapted). Dependent variables will include levels of enjoyment, perceived competence, intrinsic motivation and motor skill development. Data will be collected through qualitative and quantitative methodology. To prevent instructor characteristics from becoming a confound, I will serve as the instructor for both groups. Manipulation checks will be conducted to facilitate and assess my adherence to the teaching protocol (i.e., observation of videotaped teaching behavior by independent observers, and daily self-report on my own teaching behavior). Multivariate statistics will be used to analyse the quantitative data. Results will be published in international indexed peer-reviewed journals.