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| ID | Type | Description | Link |
|---|---|---|---|
| 1183-YL-25 | Other Identifier | Burdur Mehmet Akif Ersoy University Scientific Research Projects Coordination Unit |
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This study investigates the effect of real-time pose recognition technology on learning tennis skills in individuals with mild to moderate intellectual disabilities. The study compares two training methods: traditional face-to-face tennis instruction and training supported by Real-Time Pose Recognition System (RPRS). Thirty participants aged 12-18 from special education institutions in Burdur, Turkey, were randomly assigned to either the experimental group using the technology or a control group receiving traditional instruction. The study aims to determine whether the use of real-time pose recognition improves tennis skill accuracy, learning speed, attention, and motivation compared to traditional methods.
This study was conducted over 14 weeks with 30 participants aged 12-18 years, diagnosed with mild to moderate intellectual disabilities, recruited from special education institutions in Burdur, Turkey. Participants were randomly assigned to two groups: an experimental group receiving tennis training supported by RPRT and a control group receiving traditional face-to-face instruction.
The intervention consisted of three 45-minute sessions per week, with participants practicing forehand, backhand, and serve skills. The experimental group used a MediaPipe-based system that provided real-time visual feedback on movement accuracy, including body pose, hand gestures, and eye tracking (FaceMesh and Iris modules). The control group received conventional instruction with in-person guidance and manual correction from instructors.
Weekly interim assessments monitored skill accuracy, frequency and type of errors, reaction time, attention, and motivation. Primary outcomes included skill performance metrics and reaction times, while motivation and attention were assessed using semi-structured interviews. Data were collected via structured observation forms, video recordings, and interviews, and analyzed using SPSS software with repeated measures ANOVA and paired/independent t-tests.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Experimental / RPRS Group | Experimental | Participants in this arm will receive tennis training supported by RPRS. During each 45-minute session, held three times per week for 14 weeks, participants perform tennis movements (forehand, backhand, serve) individually while the system provides real-time visual feedback on movement accuracy. The system records movement correctness, reaction time, and errors, while instructors provide support focusing on the feedback provided by the system. Group sessions are conducted with 5 participants per subgroup. Progress is monitored weekly with performance metrics and motivational/attention observations using semi-structured forms. |
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| Control Group - Traditional Tennis Training | Active Comparator | Participants in this arm will receive conventional face-to-face tennis training from instructors. Training occurs three times per week, 45 minutes per session, over 14 weeks, following the same movement curriculum (forehand, backhand, serve). Instructors demonstrate correct techniques, provide manual corrections if necessary, and monitor participant performance. Sessions are conducted in subgroups of 5 participants. Weekly assessments include movement accuracy, error frequency/type, reaction time, and attention/motivation levels using semi-structured observation forms. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| RPRS Tennis Training | Behavioral | Participants perform tennis movements (forehand, backhand, serve) individually while the RPRS (MediaPipe) system provides real-time visual feedback on movement accuracy, records movement correctness, reaction time, and errors. Training occurs 3 times per week, 45 minutes per session, for 14 weeks. Instructors provide guidance focusing on system feedback. |
| Measure | Description | Time Frame |
|---|---|---|
| Accuracy and Number of Errors in Tennis Movements | Accuracy of forehand, backhand, and serve movements, and the number, type, and frequency of errors will be measured using camera recordings and RPRS. Evaluations occur at pre-test, weekly interim assessments, and post-test. | 14 weeks, with weekly assessments and post-test |
| Measure | Description | Time Frame |
|---|---|---|
| Reaction Time in Tennis Movements | Time taken to initiate and complete forehand, backhand, and serve movements. Measured using the RPRS at pre-test, weekly interim assessments, and post-test. | 14 weeks, with weekly assessments and post-test |
| Learning Speed in Tennis Movements |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Elif Top, PhD | Burdur Mehmet Akif Ersoy University, Faculty of Sport Sciences | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Burdur Mehmet Akif Ersoy University, Faculty of Sport Sciences | Burdur | Burdur | 15030 | Turkey (Türkiye) |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Johnson, D. (2019). Adaptive Learning Systems and Personalized Education. Perspectives in Innovative Education, 1(1), 1-10. | ||
| 38318015 | Background | He Q, Chen H, Mo X. Practical application of interactive AI technology based on visual analysis in professional system of physical education in universities. Heliyon. 2024 Jan 12;10(3):e24627. doi: 10.1016/j.heliyon.2024.e24627. eCollection 2024 Feb 15. | |
| Background | Chiu, T. K. (2024). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 32(10), 6187-6203 | ||
| Background | Ahuja, N. J., Dutt, S., Choudhary, S. L., & Kumar, M. (2025). Intelligent tutoring system in education for disabled learners using human-computer interaction and augmented reality. International Journal of Human-Computer Interaction, 41(3), 1804-1816. |
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Individual participant data will not be shared due to the requirement to protect participant confidentiality and the potential risk of re-identification arising from the contextual and small-group nature of the dataset. This decision is consistent with the study's institutional ethical approval.
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This is a parallel interventional study in which participants are randomly assigned to either an experimental group receiving tennis training with RPRS or a control group receiving traditional face-to-face tennis instruction. Both groups undergo the intervention simultaneously over a 14-week period. The design allows for comparison of skill acquisition, learning speed, attention, and motivation between the two distinct interventions
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The outcomes assessor evaluating tennis skills, attention, and motivation will be blinded to participants' group assignment. Participants and instructors are not blinded due to the nature of the intervention.
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| Traditional Face-to-Face Tennis Training | Behavioral | Participants receive conventional tennis instruction from trainers, including demonstrations, manual corrections, and guidance on correct movement execution. Sessions occur 3 times per week, 45 minutes per session, for 14 weeks, following the same movement curriculum (forehand, backhand, serve). Weekly assessments include movement accuracy, error frequency/type, reaction time, and attention/motivation levels. |
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Improvement rate in movement accuracy during the 14-week training program. Calculated from weekly scores and pre-post test results using the RPRS. |
| 14 weeks, with weekly assessments and post-test |
| Attention Level During Sessions | Participants' attention during sessions, measured via semi-structured interviews and eye-tracking data at pre-test, mid-test, and post-test. | Pre-test, week 7, and post-test |
| Motivation Level During Sessions | Participants' self-reported motivation, assessed through semi-structured interviews at pre-test, mid-test, and post-test. | Pre-test, week 7, and post-test |
| ID | Term |
|---|---|
| D008607 | Intellectual Disability |
| ID | Term |
|---|---|
| D019954 | Neurobehavioral Manifestations |
| D009461 | Neurologic Manifestations |
| D009422 | Nervous System Diseases |
| D012816 | Signs and Symptoms |
| D013568 | Pathological Conditions, Signs and Symptoms |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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