Abstract

The objective of the study is to assess the effects of Differential Learning (DL) approach on learning the tennis stroke techniques, retention of skills, and improving the mobility time of young tennis player candidates in comparison with the traditional teaching methods and, accordingly, to present the teaching methods that are suitable for a more effective development in tennis education. It is thought to be one of few studies on tennis education and determining the retention, although there are studies on DL. Twenty-four (12 girls-12 boys) volunteers doing high school-level tennis courses in Ä°stanbul province were involved in this study (15.00±0.00 years, 1.65±0.06 m, 63.46±10.64 kg and body mass index 23.26±2.91 kg/m²). One of the groups was named DL group, whereas the other group was named control group (6 girls and 6 boys in each). In both groups, 90-min trainings (three days/week) were performed for 10 weeks. In the present study, the International Tennis Number (ITN) test was used in determining the ITN scores and mobility times. The mobility test of ITN was modified using the Fitlight TrainerTM device according to the expert opinion. According to the results of the study, it was determined that, while the DL method is more effective than traditional training methods in learning tennis strokes and retention of learning, no statistically significant difference was observed in mobility time for both groups.

Key words: Differential learning, traditional learning, tennis skill, mobility.