Tennis Learning Experiences of Individuals With Intellectual Disabilities: A Comparative Analysis of Technology-Supported and Traditional Approaches
Tennis Learning Experiences of Individuals With Intellectual Disabilities: A Comparative Analysis of Technology-Supported and Traditional Approaches
This study aims to examine the tennis learning experiences of children with mild intellectual disabilities aged 12-18 years by comparing a real-time pose recognition technology-supported teaching approach with a traditional face-to-face instructional method. The research focuses on how participants experience these two different teaching approaches and how these approaches influence their learning process in basic tennis skills.
A total of 30 participants will be included and divided into two groups: one group will receive tennis instruction supported by real-time pose recognition technology, and the other group will receive traditional instructor-led training. The intervention will last for 14 weeks and will focus on teaching basic tennis skills such as forehand and backhand strokes.
The study seeks to answer the following questions: How do children with mild intellectual disabilities experience technology-supported versus traditional tennis instruction? What differences exist between the two approaches in terms of learning experience, engagement, and motor skill development?
This study is designed as a qualitative and comparative investigation examining the learning experiences of children with mild intellectual disabilities aged 12-18 in acquiring basic tennis skills through two different instructional approaches: a real-time pose recognition technology-supported method and a traditional face-to-face teaching method.
The technology-supported intervention will be implemented using a real-time pose estimation system based on the MediaPipe framework. This system provides immediate visual feedback by analyzing participants' body movements and identifying deviations from correct movement patterns. In the traditional instruction group, teacher-centered methods such as demonstration, verbal explanation, and corrective feedback will be used.
The intervention will last for 14 weeks, with training sessions conducted three days per week for 45 minutes each. The instructional content is structured into two phases: the first seven weeks will focus on forehand stroke development, while the remaining seven weeks will focus on backhand stroke acquisition. Both groups will aim to develop fundamental tennis motor skills appropriate for beginners with intellectual disabilities.
Data will be collected through a socio-demographic information form, semi-structured interviews, and field notes. Interviews will be conducted at multiple stages of the intervention (week 7, week 14, and post-intervention) to explore participants' learning experiences, perceptions of the instructional methods, motivation levels, and challenges encountered during the learning process.
Qualitative data will be analyzed using content analysis. Codes and themes will be generated to compare learning experiences across the two instructional approaches. The study aims to provide an in-depth understanding of how technology-supported instruction influences motor skill acquisition and engagement in physical education settings for individuals with mild intellectual disabilities.
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