scholarly journals Harmonic abilities as an indicator to start teach some tennis skills

2021 ◽  
Vol 0 (0) ◽  
pp. 0-0
Author(s):  
هشام عبد الحليم
Keyword(s):  
Tennis Skills

scholarly journals The Impact of Cognitive-based Learning and Imagery Training on Tennis Skills

2019 ◽  
Vol 7 (1) ◽  
pp. 244-249
Author(s):  
Mehmet Behzat Turan ◽  
Osman Dişçeken ◽  
Mustafa Kaya
Keyword(s):  
Imagery Training ◽  
Tennis Skills ◽  
The Impact

Using Floor Tennis to Introduce Tennis Skills in Elementary Physical Education

2010 ◽  
Vol 81 (7) ◽  
pp. 12-14
Author(s):  
Ferman Konukman ◽  
Shiri Ayvazo ◽  
Traci L. Grissom
Keyword(s):  
Physical Education ◽  
Elementary Physical Education ◽  
Tennis Skills

Relations of Goal Orientations and Expectations on Multidimensional State Anxiety

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1107-1112 ◽  
Author(s):  
Maria Newton ◽  
Joan Duda
Keyword(s):  
State Anxiety ◽  
Goal Orientations ◽  
Cognitive State ◽  
Regression Analyses ◽  
Performance Expectations ◽  
Self Confidence ◽  
Perspective Theory ◽  
Ego Orientation ◽  
And Performance ◽  
Tennis Skills

This study examined the relationships among task and ego orientation, expectations for success, and multidimensional state anxiety in a competitive sport situation. Subjects ( N = 107) enrolled in a tennis skills class were gender- and ability-matched and asked to play an eight game pro-set. One week prior to the match goal orientations were assessed. Immediately prior to competition multidimensional state anxiety and performance expectations were measured. Multiple regression analyses predicting multidimensional state anxiety revealed that somatic and cognitive state anxiety were only predicted by performance expectations. Also, lower ego orientation and positive match expectations were predictive of state self-confidence. Results are interpreted in light of goal perspective theory.

Differential Reinforcement in Coaching Tennis Skills

1981 ◽  
Vol 5 (3) ◽  
pp. 372-385 ◽  
Author(s):  
Hilary P. Buzas ◽  
Teodoro Ayllon
Keyword(s):  
Differential Reinforcement ◽  
Tennis Skills

scholarly journals Brain Jogging Training to Improve Motivation and Learning Result of Tennis Skills

2017 ◽  
Vol 180 ◽  
pp. 012215
Author(s):  
M Tafaqur ◽  
Komarudin ◽  
Mulyana ◽  
M Y Saputra
Keyword(s):  
Tennis Skills ◽  
Motivation And Learning

Contacting Points Overhead with and without a Tennis Racquet

2003 ◽  
Vol 96 (3_suppl) ◽  
pp. 1323-1329 ◽  
Author(s):  
Jan Naughton ◽  
Roger D. Adams ◽  
Chris G. Maher
Keyword(s):  
Arm Swing ◽  
Object A ◽  
Tennis Skills

Wielding an object or tool has been proposed to extend automatically the body's boundary to the tip of the held object. A sample of convenience consisted of 7 women and 5 men whose mean age was 23 yr. Using recreational tennis skills they judged the location of unseen overhead points of contact, where accuracy of discrimination was measured for movements to contact made with and without use of a tennis racquet. Points-of-contact overhead touched by the hand were significantly better discriminated after a backward and upward arm swing than when contact was made after a similar swing with a tennis racquet.

scholarly journals The Effect of 8-Week Balance Training on the Agility, Strength, Balance Performance and Tennis Skills of 10-14 Year-Old Tennis Players

2020 ◽  
Vol 6 (2) ◽  
pp. 170
Author(s):  
Esin Ergin ◽  
Engin Arslan
Keyword(s):  
Vertical Jump ◽  
Balance Training ◽  
Control Group ◽  
Balance Performance ◽  
Control Groups ◽  
Tennis Players ◽  
Significant Difference ◽  
Tennis Skills ◽  
And Control ◽  
Experimental Group

The present study aimed to examine the effect of an 8-week balance training on the agility, strength, balance performance and tennis skills of tennis players aged 10-14. The study was participated by 19 tennis players (10 males and 9 females) playing in the EA Tennis Academy. The participants were selected randomly and divided into two groups as experimental group (9 players) and the control groups (10 players). Firstly, vertical jump, pro-agility, dynamic balance and ITN tennis skills tests were applied to all the participants. After all the test were completed, the experimental group were applied 8 weeks of balance and tennis training while the players in the control group continued tennis training only. The same tests were applied to the participants at the end of the 8 weeks. The findings of the study showed statistically significant improvement in the agility, balance index and tennis skills tests in the pre-test and post-tests of the experimental group (p = 0.034, p = 0.025, p = 0.003), whereas improvement was seen only in the tennis skills test of the control group (p = 0.000). In addition, no statistically significant difference was found in the vertical jump performance used to determine the explosive strength both in the experimental and control groups. As for the difference between groups, a significant difference was found only in the pro-agility post-tests of the experimental and control groups (p < 0.05). Based on these findings, it was revealed that balance training would improve agility and balance in 10-14 year-old children as well as contributing to their tennis skills. Therefore, it is considered that balance training should be included in training plans.

scholarly journals THE EFFECT OF TEACHING STYLES AND COORDINATION TO THE LEARNING RESULT OF TABLE TENNIS SKILLS

2018 ◽  
Vol 4 (1) ◽  
pp. 35-45
Author(s):  
Fitri Amalia ◽  
James Tangkudung ◽  
Firmansyah Dlis
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Teaching Style ◽  
Teaching Styles ◽  
Reciprocal Teaching ◽  
Table Tennis ◽  
Inclusive Teaching ◽  
The Difference ◽  
Tennis Skills ◽  
High Coordination

The purpose of this research is to know the difference of influence of teaching style and coordination to the learning result of table tennis skill. The research was conducted on Physical education health and recreation University of education indonesia students. The research method used experiment with 2x3 factorial design, using 60 samples. Based on the results of research and discussion can be concluded that are as follows: 1) There is a difference in the influence of command teaching style with reciprocal teaching style to the learning outcomes of table tennis skills to students as a whole. 2) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills to the students as a whole. 3) There is a difference in the influence of reciprocal teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills to the students as a whole. 4) There is an interaction between the teaching style and the coordination of the learning outcomes of table tennis skills to the students. 5) There is a difference in the influence of command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students who have high coordination. 6) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills in the group of highly coordinated students. 7) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of highly coordinated students. 8) There is a difference in the influence of the command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students with low coordination. 9) There is a difference in the influence of the command teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills in the group of students who have low coordination. 10) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of students with low coordination.   Keywords: Teaching Style, Command, Reciprocal, Inclusion, Coordination

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