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This study investigated the effectiveness of virtual reality (VR) technology in table tennis education compared to traditional training methods. A 12-week randomized controlled trial was conducted with 120 participants divided equally between VR and traditional training groups. Performance metrics, learning motivation, and satisfaction were assessed at regular intervals. Results demonstrated significant advantages of VR training, with the VR group showing superior improvements in serve accuracy (23.5% vs. 15.8%, p < 0.001), rally endurance (an increase of 8.2 vs. 5.7 shots, p < 0.01), and overall skill scores (18.7 vs. 13.2 points improvement, p < 0.001). The VR group also exhibited higher increases in learning motivation (23.5% vs. 12.8%, p < 0.001) and satisfaction (31.5% vs. 18.7%, p < 0.001). Subgroup analysis revealed particular benefits for novice players and younger participants. These findings suggest that VR technology offers a promising approach to enhance table tennis education, potentially revolutionizing sports training methodologies. Future research should focus on long-term skill retention and the optimization of VR training protocols.

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The research analyzed the effect of weekly training plans, physical training frequency, AI-powered coaching systems, virtual reality (VR) training environments, wearable sensors on developing technical tennis skills, with and personalized learning as a mediator. It adopted a quantitative survey method, using primary data from 374 young tennis players. The model fitness was evaluated using confirmatory factor analysis (CFA), while the hypotheses were evaluated using structural equation modeling (SEM). The model fitness was confirmed through CFA, demonstrating high fit indices: CFI = 0.924, TLI = 0.913, IFI = 0.924, RMSEA = 0.057, and SRMR = 0.041, indicating a robust model fit. Hypotheses testing revealed that physical training frequency (β = 0.198, p = 0.000), AI-powered coaching systems (β = 0.349, p = 0.000), virtual reality training environments (β = 0.476, p = 0.000), and wearable sensors (β = 0.171, p = 0.000) significantly influenced technical skills acquisition. In contrast, the weekly training plan (β = 0.024, p = 0.834) and personalized learning (β = -0.045, p = 0.81) did not have a significant effect. Mediation analysis revealed that personalized learning was not a significant mediator between training methods/technologies and acquiring technical abilities. The results revealed that physical training frequency, AI-powered coaching systems, virtual reality training environments, and wearable sensors significantly influenced technical skills acquisition. However, personalized learning did not have a significant mediation effect. The study recommended that young tennis players' organizations and stakeholders consider investing in emerging technologies and training methods. Effective training should be given to coaches on effectively integrating emerging technologies into coaching regimens and practices., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2024 Liu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Learning an advanced skill in sports requires a huge amount of practice and players also have to overcome both physical difficulties and the dullness of repetitive training. Returning a fast spin shot in table tennis could be taken as an example, as athletes need to judge the spin type and decide the racket pose within a second, which is difficult for beginners. Therefore, in this paper, we show how to design an intuitive training system to acquire this specific skill using different cues in Virtual Reality (VR). Using VR, we can easily provide visual information, attach haptic devices, and distort the speed of time, however, it is difficult to decide which types of information could benefit the training. In an initial study, by comparing real world training with VR training, we showed the effect of VR training and obtained some insights about augmentation for training spin shots. The training system was then improved by adding three new conditions using different visualizations and temporal distortions, as well as a haptic racket for creating realistic feedback. Finally, we performed a detailed experiment, which suggest a significant improvement of skill for each condition compared to the baseline, while a qualitative evaluation indicates that both users' motivation and their understanding of spin are increased by using our system.

The aim of this study was to investigate the effects of implementing motor imagery (MI) during specific tennis high intensity intermittent training (HIIT) sessions on groundstroke performance in young elite tennis players. Stroke accuracy and ball velocity of forehand and backhand drives were evaluated in ten young tennis players, immediately before and after having randomly performed two HIIT sessions. One session included MI exercises during the recovery phases, while the other included verbal encouragements for physical efforts and served as control condition. Results revealed that similar cardiac demand was observed during both sessions, while implementing MI maintained groundstroke accuracy. Embedding MI during HIIT enabled the development of physical fitness and the preservation of stroke performance. These findings bring new insight to tennis and conditioning coaches in order to fulfil the benefits of specific playing HIIT sessions, and therefore to optimise the training time.

A proficient serve is critical to successful tennis performance, and consequently coaches and players devote considerable time refining this stroke. In so doing, a wide variety of interventions are used or trialled, generally with very little empirical support. This study examined the efficacy of a commonly used service intervention, where players focus on exaggerating their finish (arabesque) position to promote specific changes in lower limb and trunk kinematics. The kinematics of eight high-performance junior players hitting flat serves were compared to the acute changes in kinematics elicited by the arabesque follow through position on serves using a 10-camera VICON MX motion analysis system. The significantly greater front (landing leg) hip flexion (p < 0.05) and forward trunk flexion (p < 0.05) confirmed the more exaggerated arabesque landing position following the arabesque instruction. The arabesque instruction resulted in increased frontal plane trunk range of motion and peak angular velocity in the forward swing, and increased leg drive during the drive phase. Practically, the results support the use of the arabesque instruction, effectively promoting the desired acute changes in trunk kinematics (i.e. increased frontal plane trunk rotation angular velocity) and leg drive (i.e. increased back knee extension angular velocity and front/back vertical hip velocity).

The objective of this study was to demonstrate the sequential process (i.e., social factors→mediators→motivation→consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by -0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

Purpose: The International Tennis Federation recently launched a worldwide campaign advocating the use of equipment scaling for children learning to play tennis. The aim of this study was to investigate the influence that varying racquet sizes and ball compressions had on children's ability to play a forehand groundstroke., Method: This was a quantitative repeated-measures design experiment. Children were required to perform a forehand hitting task using each of 9 combinations of tennis racquets and balls (i.e., 3 racquet sizes x 3 ball compressions). Children's hitting performance was measured using a points system. The aim for the children was to score as many points as possible. Hitting technique was measured via video replay., Results: Hitting performance was best when the smallest racquet combined with the ball with the least compression was used. The ball with the least compression also promoted 2 technique benefits: swinging the racquet from low to high and striking the ball in front and to the side of the body., Conclusions: This study demonstrated the benefits for young children playing with scaled racquets and low-compression balls. The findings are discussed with regards to their relevance to theories of skill acquisition.

Background: In the general population visual-spatial ability is better in males, due to the influence of biological and socio-cultural factors. We know that sport activity improves motor skills. The aim of this work is to determine if these gender differences exist in young athletes. The orientation test described by Terzi and standardized by Cesaroni, used to measure spatial ability, was carried out on 60 volleyball or 60 tennis athletes as well as on 60 non-sporting subjects., Results: The data analysis revealed a worse performance for non-athletes in comparison with athletes in both components of test (p < 0.0001; p = 0.04), with no differences between the volleyball and tennis groups. As far as gender comparison is concerned, as expected in the non- sport group the males presented better values (p < 0.001; p = 0.006). However in both sports groups there weren't any gender differences in either part of the test (p = 0.18; p = 0.056)., Conclusions: These results confirm that during athletic preparation in volleyball and tennis the specific training is able to develop spatial ability. Besides, boys and girls have similar performance demands and training experience. It appears that this specific training could be responsible for modifying gender differences in performance of spatial ability during adolescence.

The purpose of the current study was to evaluate the transferability of 2 different resistance training protocols on service velocity and its precision consistency in junior tennis players. Thirty-six male athletes (15.03 ± 1.64 years) were randomly assigned to a machine-based resistance-training group (RG, n = 12), a plyometric training group (PG, n = 12), and a control group (CG, n = 12). For a period of 8 weeks, both intervention groups resistance trained 2 days per week in addition to their regular tennis training, whereas the CG had no extra training. Mean service velocity over 20 maximum-velocity serves increased significantly more in PG (3.78%; p < .05) when compared with CG, whereas no such changes could be found in the RG (1.18%; p > .05). Service precision did not change from pre- to posttest in all three groups (p > .05). Only the plyometric training program tested, improved mean service velocity over 20 maximum-velocity serves in junior tennis players but did not affect service precision.

The purpose of this study was to determine if National Collegiate Athletic Association (NCAA) Division I men's tennis programs are in compliance with suggested current preactivity and postactivity stretching protocols. Questionnaires were sent to NCAA Division I men's tennis programs in the USA. Seventy-six coaches (73 men and 3 women) participated in the study. The results of the Chi-Square analysis suggest that the number of years of head coaching experience had a significant relationship with the preactivity stretching routines employed by coaches (p = 0.029). A significant difference was found between preactivity stretching routines and the key sources of influence for the foundation of knowledge regarding preactivity stretching (p = 0.012). Some results indicate that many tennis coaches do not use current suggested practices for preactivity stretching. The results of this study indicate that certification may influence how well research guidelines are followed. Further research is needed to delineate how these factors affect coaching decisions.

This study evaluated the effectiveness of a tennis-specific training program on improving neuromuscular indices in competitive junior players. Tennis is a demanding sport because it requires speed, agility, explosive power, and aerobic conditioning along with the ability to react and anticipate quickly, and there are limited studies that evaluate these indices in young players after a multiweek training program. The program designed for this study implemented the essential components of a previously published neuromuscular training program and also included exercises designed to improve dynamic balance, agility, speed, and strength. Fifteen junior tennis players (10 girls, 5 boys; mean age, 13.0 +/- 1.5 years) who routinely participated in local tournaments and high-school teams participated in the 6-week supervised program. Training was conducted 3 times a week, with sessions lasting 1.5 hours that included a dynamic warm-up, plyometric and jump training, strength training (lower extremity, upper extremity, core), tennis-specific drills, and flexibility. After training, statistically significant improvements and large-to-moderate effect sizes were found in the single-leg triple crossover hop for both legs (p < 0.05), the baseline forehand (p = 0.006) and backhand (p = 0.0008) tests, the service line (p = 0.0009) test, the 1-court suicide (p < 0.0001), the 2-court suicide (p = 0.02), and the abdominal endurance test (p = 0.01). Mean improvements between pretrain and posttrain test sessions were 15% for the single-leg triple crossover hop, 10-11% for the baseline tests, 18% for the service line test, 21% for the 1-court suicide, 10% for the 2-court suicide, and 76% for the abdominal endurance test. No athlete sustained an injury or developed an overuse syndrome as a result of the training program. The results demonstrate that this program is feasible, low in cost, and appears to be effective in improving the majority of neuromuscular indices tested. We accomplished our goal of developing training and testing procedures that could all be performed on the tennis court.

Objective: The agonist-antagonist strength relationship for shoulder external rotation and internal rotation was formerly described by the relatively more functional ratios of eccentric external rotator to concentric internal rotator moments, and eccentric internal rotator to concentric external rotator moments for the entire range of motion. The aim of this study was to provide descriptive data for terminal range eccentric antagonist/concentric agonist rotator cuff strength in overhead athletes., Method: The dominant and non-dominant shoulders of 40 asymptomatic military overhead athletes were tested through a range of 20 degrees of external rotation to 90 degrees of internal rotation using the Cybex NORM isokinetic dynamometer at a speed of 90 degrees /s. Differences between the dominant and non-dominant shoulders were assessed using the paired samples t-test., Results: The terminal range ratios during external rotation (20 degrees of internal rotation - 10 degrees of external rotation) were found to be 2.09 and 1.58 for the dominant and non-dominant shoulders, respectively, whereas the terminal range ratios during internal rotation (60-90 degrees of internal rotation) were 1.03 and 1.19 for the dominant and non-dominant shoulders, respectively. These ratio differences between the dominant and non-dominant shoulders were significant (P<0.01 for external and internal rotation)., Conclusion: The muscle torque ratios of eccentric antagonist/concentric agonist are different between dominant and non-dominant shoulders of skilled overhead athletes at terminal ranges. This functional assessment of strength testing that reflects dynamic shoulder joint stability during the throwing activity at these specific ranges may provide valuable information either during preventive exercise programs or in the evaluation of the injured shoulder of the overhead athlete. We recommended functional exercises that improve eccentric external rotation strength on the dominant shoulder during the rehabilitation and prevention programs in overhead athletes.

Concerns have long existed over the participation of adolescent athletes in professional sports. In 2004, the Sony Ericsson WTA Tour (WTA Tour) commissioned a Professional Development Advisory Panel (PDAP) to evaluate the WTA Tour's age eligibility rule (AER) and professional development programmes (PDPs) for female tennis players since their inception in 1995. More than 75% of the 628 respondents supported the principles of the AER, and 90% indicated a need for PDPs. Statistical analysis of WTA Tour players' careers found that premature retirements (players leaving the Tour at or before age 21) decreased significantly from 7% before the AER to less than 1% afterward, and median career length increased by 43%. The PDAP recommends that the WTA Tour continues a phased-in, developmentally appropriate AER, enhances the PDPs, and works with other sport governing bodies to coordinate rules and programmes at earlier ages to aid the transition of adolescents into adult sports.

The relative effectiveness of explicit instruction, guided discovery, and discovery learning techniques in enhancing anticipation skill in young, intermediate-level tennis players was examined. Performance was assessed pre- and postintervention, during acquisition, and under transfer conditions designed to elicit anxiety through the use of laboratory and on-court measures. The 3 intervention groups improved from pre- to posttest compared with a control group (n = 8), highlighting the benefits of perceptual-cognitive training. Participants in the explicit (n = 8) and guided discovery (n = 10) groups improved their performance during acquisition at a faster rate than did the discovery learning (n = 7) group. However, the explicit group showed a significant decrement in performance when tested under anxiety provoking conditions compared with the guided discovery and discovery learning groups. Although training facilitated anticipation skill, irrespective of the type of instruction used in this experiment, guided discovery methods are recommended for expediency in learning and resilience under pressure., ((c) 2005 APA)

In any consideration of cultural diffusion, what matters is not only what happens to a cultural form when it arrives, but that it arrives. In the twentieth century, Latin America, like too many other areas of the world, has been a place of diplomatic turmoil, social inequality, political paranoia, capitalist exploitation and class conflict. However, despite all this, and through all this, it may be stated factually and without sentimentality, that it has also been a place where people have survived and thrived, worked, loved and played. Modern sport has brought to their play both unhappy moments of disillusion and disappointment and marvellous opportunities for illusion and pleasure. Modern sport, with its beauty spots and warts, is the reality and while there are things to criticize, there are also many things to applaud. Along with others, the English middle class played a not insignificant part in the arrival of modern sport in Latin America.

In answering the call for empirical documentation of the effect of ropes and challenge course participation on the psychosocial function and sport performance of athletes and teams, exploratory studies have identified postcourse changes in group cohesion and approaches to sport competition. The purpose of the current study was to utilize a pretest-posttest comparison group design to expand knowledge in this area. 35 members of a girls' high school tennis team participated. The 16 individuals who participated in a preseason program and the 19 individuals who did not comprised the treatment and comparison groups, respectively. Team members completed the Group Environment Questionnaire and the Sport Orientation Questionnaire four days prior to and two days after the course experience. A series of 2 x 2 analyses of variance, (group x time) run on each of the scales, gave a significant group x time interaction on one social cohesion scale but none for scores on the Sport Orientation Questionnaire. The findings are discussed in relation to research and the implementation of these programs with athletes.

In order to study weight concerns and eating disorders in women tennis players, 107 women tennis players and 26 women's tennis coaches from colleges across the U.S. responded to questionnaires relating to weight concern, body image, and abnormal eating. When evaluating drawings of female figures, players and coaches both considered the ideal body shape to be smaller than the healthiest one. Most players had normal weight, eating habits, and self-esteem; however, they also exhibited noticeable concern about their weight and appearance. Coaches revealed only moderate knowledge of weight related issues, believed such knowledge to be important, recognized that most of their players were of normal weight, and revealed somewhat negative feelings about overweight people. Players and coaches shared a healthy attitude toward tennis. The results of this study do not imply that college women tennis players are at greater risk of eating disorders than other young women, nor that college coaches are encouraging abnormal eating behaviors

Improvements of athletic capacity in high-performance sport are mainly achieved through an increase of the quality of training. In physical preparation, the quality of training can be improved by developing highly specific means of training. The aim of this paper is to present three examples of how highly specific means of fitness training of world class athletes can be developed. The first example presents a test profile of specific motor abilities of top class tennis players, the second one deals with the improvement of specific strength training methods for ski jumpers, and the third deals with the development of specific training devices of Alpine ski racers.

The purpose of this work is to analyze, in a pilot study, the effects of video modeling and imagery training over 24 weeks on tennis service performance. Three groups of 9- to 12-yr.-old tennis players participated: (a) a physical practice group, who received physical training, (b) a physical practice + video group who received physical training plus watched a video modeling mental training, and (c) a physical practice + video + imagery group who received physical training plus video modeling and imagery mental training. The results for the intragroup pre-post-test comparisons showed that tennis performance did not significantly improve for the physical training group. The groups given mental training showed improvement from pre- to postintervention. Finally, the posttest comparison between groups indicated that there were significant differences between the group given physical training only compared to the groups given mental training but that the latter two did not differ significantly from each other.

Wrist and elbow angular kinematics and racket acceleration at impact were measured in the tennis one-handed back-hand drive for three groups of players: Professionals with no history of tennis elbow (PRO), intermediates with no history of tennis elbow (- TE), and intermediates with a history of tennis elbow (+ TE). Electrogoniometer, strain gauge, and accelerometer signals were sampled for thirty strokes at 1000 Hz. The first ten strokes with central impacts were analyzed. Angular kinematics and racket acceleration at impact were analyzed with planned comparisons ANOVA. A significant (p < 0.05) difference in mean wrist angular velocity after impact was observed between the PRO group (-4.04 rad/s of extension) and the + TE group (0.42 rad/s of flexion). No significant differences were observed in impact acceleration or elbow angular kinematics. Eccentric wrist extensor muscular actions through impact may be important area of study for one-handed backhands and TE.

The purpose of the study was to explore sport-related practical knowledge through the perceptions and experiences of a senior adult competitive tennis performer. Practical knowledge was defined as goal oriented, experiential knowledge developed within particular physical activity settings. Data were collected through formal interviews and participant observation and analyzed through narrative inquiry and conventional coding techniques. The data suggest that the tennis environment was perceived in terms of the opportunities afforded by that environment. Specifically, the participant's practical knowledge centered on performance capabilities and strategic planning that revealed opponent limitations. This knowledge appeared to be developed and expressed within the relationships among individual capabilities, the task, and the situated context of game play.

The present study examined the variables that predict coach/athlete compatibility. Compatibility among a sample of 52 elite tennis coach/player dyads was assessed using a sport adapted version of Schutz's (1966) Fundamental Interpersonal Relations Orientation-Behaviour (FIRO-B), a sport adapted version of Fiedler's (1967) Least Preferred Co-worker scale (LPC), and Chelladurai and Saleh's (1980) Leadership Scale for Sport (LSS). Self-ratings of the quality of the interaction were obtained from both coach and athlete. Multiple-regression analyses using self-rating scores as the dependent measure were carried out to determine which variables best predicted the degree of compatibility. The sole inventory that significantly predicted compatibility was the LSS. More specifically, the discrepancy between the athlete's preferences and perceptions on the autocratic dimension was the best predictor. Implications for tennis coaches and recommendations for future research in this area are discussed.