Real-Time Pose Recognition Technology for Improving Tennis Learning in Individuals With Intellectual Disabilities

The Impact of Real-Time Pose Recognition Technology on Tennis Learning in Individuals With Intellectual Disabilities: A Comparative Study With Traditional Methods

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.

Study Overview

• Status: Active, not recruiting
• Conditions: Adolescence; Intellectual Disability, Mild to Moderate
• Intervention / Treatment: Behavioral: Traditional Face-to-Face Tennis Training; Behavioral: RPRS Tennis Training

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.

• Study Type: Interventional
• Enrollment (Actual): 30
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Burdur
    • Burdur, Burdur, Turkey (Türkiye), 15030
      • Burdur Mehmet Akif Ersoy University, Faculty of Sport Sciences

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult
• Accepts Healthy Volunteers: No

Description

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.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Active Comparator: Control Group - Traditional Tennis Training; Participants in this arm will receive conventional face-to-face tennis training from instructors. Training occurs three times per week, 45 minutes per session, over 14 weeks, following the same movement curriculum (forehand, backhand, serve). Instructors demonstrate correct techniques, provide manual corrections if necessary, and monitor participant performance. Sessions are conducted in subgroups of 5 participants. Weekly assessments include movement accuracy, error frequency/type, reaction time, and attention/motivation levels using semi-structured observation forms.	Behavioral: Traditional 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.; Other Names: Control Group - Traditional Tennis Training
Experimental: Experimental / RPRS Group; Participants in this arm will receive tennis training supported by RPRS. During each 45-minute session, held three times per week for 14 weeks, participants perform tennis movements (forehand, backhand, serve) individually while the system provides real-time visual feedback on movement accuracy. The system records movement correctness, reaction time, and errors, while instructors provide support focusing on the feedback provided by the system. Group sessions are conducted with 5 participants per subgroup. Progress is monitored weekly with performance metrics and motivational/attention observations using semi-structured forms.	Behavioral: RPRS 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.; Other Names: Experimental / RPRS Group

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Accuracy and Number of Errors in Tennis Movements	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.	14 weeks, with weekly assessments and post-test

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Motivation Level During Sessions	Participants' self-reported motivation, assessed through semi-structured interviews at pre-test, mid-test, and post-test.	Pre-test, week 7, and post-test
Reaction Time in Tennis Movements	Time taken to initiate and complete forehand, backhand, and serve movements. Measured using the RPRS at pre-test, weekly interim assessments, and post-test.	14 weeks, with weekly assessments and post-test
Learning Speed in Tennis Movements	Improvement rate in movement accuracy during the 14-week training program. Calculated from weekly scores and pre-post test results using the RPRS.	14 weeks, with weekly assessments and post-test
Attention Level During Sessions	Participants' attention during sessions, measured via semi-structured interviews and eye-tracking data at pre-test, mid-test, and post-test.	Pre-test, week 7, and post-test

Collaborators and Investigators

• Sponsor: Burdur Mehmet Akif Ersoy University
• Investigators: Principal Investigator: Elif Top, PhD, Burdur Mehmet Akif Ersoy University, Faculty of Sport Sciences

Publications and helpful links

General Publications

• Johnson, D. (2019). Adaptive Learning Systems and Personalized Education. Perspectives in Innovative Education, 1(1), 1-10.
• He, Q., Chen, H., & Mo, X. (2024). Practical application of interactive AI technology based on visual analysis in professional system of physical education in universities. Heliyon, 10(3).
• Chiu, T. K. (2024). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 32(10), 6187-6203
• Ahuja, N. J., Dutt, S., Choudhary, S. L., & Kumar, M. (2025). Intelligent tutoring system in education for disabled learners using human-computer interaction and augmented reality. International Journal of Human-Computer Interaction, 41(3), 1804-1816.

Study record dates

Study Major Dates

• Study Start (Actual): October 1, 2025
• Primary Completion (Actual): October 1, 2025
• Study Completion (Estimated): September 14, 2026

Study Registration Dates

• First Submitted: April 1, 2026
• First Submitted That Met QC Criteria: April 1, 2026
• First Posted (Actual): April 8, 2026

Study Record Updates

• Last Update Posted (Actual): April 15, 2026
• Last Update Submitted That Met QC Criteria: April 11, 2026
• Last Verified: April 1, 2026

More Information

Terms related to this study

• Keywords: Motor Skill; Intellectual Disability; Tennis Learning; Real-Time Pose Recognition; Traditional Training Method
• Additional Relevant MeSH Terms: Neurologic Manifestations; Nervous System Diseases; Mental Disorders; Neurobehavioral Manifestations; Neurodevelopmental Disorders; Pathological Conditions, Signs and Symptoms; Signs and Symptoms; Intellectual Disability
• Other Study ID Numbers: 2025/1789; 1183-YL-25 (Other Identifier: Burdur Mehmet Akif Ersoy University Scientific Research Projects Unit (BAP))

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Individual participant data will not be shared due to the requirement to protect participant confidentiality and the potential risk of re-identification arising from the contextual and small-group nature of the dataset. This decision is consistent with the study's institutional ethical approval.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No