Impact of traditional and game-based teaching methods on skill acquisition and psychological responses of young adult beginner tennis players

Abstract

Research on tennis coaching primarily targets beginner children, with limited focus on adults. This study compared traditional (TRT) and game-based (GBT) methods for their effects on technical skills and perceptual responses in beginner young players. Thirty-two males (age 21.5 ± 2.4 years) with no tennis experience were randomized into TRT (n = 16) and GBT (n = 16) groups, training twice weekly for six weeks with adapted equipment. Pre- and post-tests included the International Tennis Number (ITN) and Tennis-Specific Skills Test (TSST), ratings of perceived exertion (RPE), rating scale of mental effort (RSME), and physical enjoyment scale (PES). TRT showed greater technical improvements (ITN: p < 0.05, η²p = 0.470; TSST: p < 0.05, η²p = 0.332–0.622). GBT achieved smaller but significant gains (ITN: p < 0.05, η²p = 0.294–0.339; TSST: p < 0.05, η²p = 0.16–0.19) with higher enjoyment (PES: GBT 46.0 ± 3.9 vs. TRT 35.4 ± 2.9, p < 0.05) and lower exertion (RPE: GBT 12.3 ± 0.7 vs. TRT 15.7 ± 1.0, p < 0.05). TRT methods seem to be more effective for rapid technical skill acquisition, while GBT approaches may offer a more engaging and less stressful learning experience. Coaches should balance skill acquisition and engagement for optimal learning.