Adolescence, Intellectual Disability, Mild to Moderate
Conditions
Keywords
Intellectual Disability, Tennis Learning, Real-Time Pose Recognition, Traditional Training Method, Motor Skill
Brief summary
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.
Detailed description
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.
Interventions
BEHAVIORALRPRS Tennis Training
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.
BEHAVIORALTraditional Face-to-Face Tennis Training
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.
Sponsors
Burdur Mehmet Akif Ersoy University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Masking description
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.
Intervention model description
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
Eligibility
Sex/Gender
ALL
Age
12 Years to 18 Years
Healthy volunteers
No
Inclusion criteria
* Participants must be aged 12-18 years. * Participants must have a diagnosis of mild to moderate intellectual disability. * Participants must have similar learning speed and attention span as assessed by screening. * Participants (or their legal guardians) must provide informed consent. * Participants were given a mini mental test, and those scoring above 18 were included.
Exclusion criteria
* Participants who wish to withdraw from the study at any time. * Participants who do not regularly attend training sessions; their data will be excluded from analysis.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Accuracy and Number of Errors in Tennis Movements | 14 weeks, with weekly assessments and post-test | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Reaction Time in Tennis Movements | 14 weeks, with weekly assessments and post-test | Time taken to initiate and complete forehand, backhand, and serve movements. Measured using the RPRS at pre-test, weekly interim assessments, and post-test. |
| Learning Speed in Tennis Movements | 14 weeks, with weekly assessments and post-test | Improvement rate in movement accuracy during the 14-week training program. Calculated from weekly scores and pre-post test results using the RPRS. |
| Attention Level During Sessions | Pre-test, week 7, and post-test | Participants' attention during sessions, measured via semi-structured interviews and eye-tracking data at pre-test, mid-test, and post-test. |
| Motivation Level During Sessions | Pre-test, week 7, and post-test | Participants' self-reported motivation, assessed through semi-structured interviews at pre-test, mid-test, and post-test. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORElif Top, PhD
Burdur Mehmet Akif Ersoy University, Faculty of Sport Sciences
Outcome results
None listed