Intellectual Disability
Conditions
Keywords
Intellectual Disability, Tennis Training, Motor Skill Acquisition, Physical Education, Technology-Assisted Instruction, Pose Estimation, Traditional Instruction
Brief summary
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?
Detailed description
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.
Interventions
BEHAVIORALTechnology-Supported Tennis Training (Real-Time Pose Estimation-Based Instruction)
Participants receive tennis instruction supported by a real-time pose recognition system (MediaPipe-based). The system provides immediate visual feedback on body posture and movement accuracy during forehand and backhand skill acquisition. Instruction aims to enhance motor learning through augmented feedback and movement correction.
BEHAVIORALTraditional Tennis Training
Participants receive standard face-to-face tennis instruction without technological support. Teaching includes instructor demonstration, verbal explanation, repetition, and corrective feedback during forehand and backhand skill practice.
Sponsors
Burdur Mehmet Akif Ersoy University
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Intervention model description
The study is designed as a parallel-group intervention in which participants with mild intellectual disabilities are allocated into two independent groups. One group receives tennis instruction supported by real-time pose recognition technology, while the other group receives traditional teacher-led instruction. Both groups undergo the intervention simultaneously over a 14-week period. No crossover between groups occurs during the study, and outcomes are compared between groups at the end of the intervention.
Eligibility
Sex/Gender
ALL
Age
12 Years to 18 Years
Healthy volunteers
No
Inclusion criteria
* Aged 12-18 years * Diagnosed with mild intellectual disability * Willing to participate voluntarily in the study * Able to attend regular training sessions (3 days per week for 14 weeks) * No severe physical condition preventing participation in physical activity * Right-hand dominant
Exclusion criteria
* Withdrawal of consent by participant or legal guardian * Irregular attendance in training sessions or inability to complete the intervention program * Missing at least one of the scheduled interview sessions * Presence of severe physical or medical conditions that may limit participation in tennis activities * Inability to follow basic instructions during training sessions
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Learning Experience During Tennis Instruction | Week 7, Week 14, and Week 15 | Participants' learning experiences during tennis skill acquisition (forehand and backhand) will be assessed through semi-structured interviews. The primary outcome is the qualitative description of how participants with mild intellectual disabilities perceive technology-supported and traditional tennis instruction in terms of ease of learning, understanding of movements, and perceived improvement. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Motor Skill Development | Week 7, Week 14, and Week 15 | Participants' perceived improvement in basic tennis motor skills (forehand and backhand) will be assessed through semi-structured interviews and field observations. Changes in perceived ability and confidence in performing movements will be analyzed qualitatively. |
Countries
Turkey (Türkiye)
Outcome results
None listed