AI-Supported and Traditional Tennis Training in Individuals With Intellectual Disabilities (TENN-ID)

Tennis Learning Experiences of Individuals With Intellectual Disabilities: A Comparative Analysis of Technology-Supported and Traditional Approaches

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?

Study Overview

• Status: Completed
• Conditions: Intellectual Disability
• Intervention / Treatment: Behavioral: Technology-Supported Tennis Training (Real-Time Pose Estimation-Based Instruction); Behavioral: Traditional Tennis Training

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.

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

Contacts and Locations

Study Locations

• Turkey (Türkiye)
  • Burdur
    • Burdur, Burdur, Turkey (Türkiye), 15200
      • Burdur Mehmet Akif Ersoy University, School of Sport Sciences

Participation Criteria

Eligibility Criteria

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

Description

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

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Non-Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Technology-Supported Tennis Training; Participants receive tennis instruction supported by real-time pose recognition technology. The system provides immediate visual feedback on body positioning and movement accuracy during forehand and backhand skill acquisition. Instruction focuses on correcting movement patterns and enhancing motor learning through augmented feedback.	Behavioral: Technology-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.
Active Comparator: Traditional Tennis Training; Participants receive standard teacher-led tennis instruction without technological assistance. Training includes demonstration, verbal explanation, repetition, and corrective feedback provided directly by the instructor during forehand and backhand skill practice.	Behavioral: Traditional 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.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Learning Experience During Tennis Instruction	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.	Week 7, Week 14, and Week 15

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Perceived Motor Skill Development	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.	Week 7, Week 14, and Week 15

Collaborators and Investigators

• Sponsor: Burdur Mehmet Akif Ersoy University

Publications and helpful links

General Publications

• 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. https://doi.org/10.1080/10447318.2022.2124359. Alsolami, A. S. (2025). The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia. Research in Developmental Disabilities, 156, 104884. https://doi.org/10.1016/j.ridd.2024.104884 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. https://doi.org/10.1080/10494820.2023.2253861 Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal kitabevi. Google AI. (2020). MediaPipe Iris: Real-time Iris Tracking & Depth Estimation https://ai.googleblog.com/2020/08/mediapipe-iris-real-time-iris-tracking.html sayfasından erişilmiştir. 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). https://doi.org/10.1016/j.heliyon.2024.e24627 Johnson, D. (2019). Adaptive Learning Systems and Personalized Education. Perspectives in Innovative Education, 1(1), 1-10. Klavina, A., Pérez-Fuster, P., Daems, J., Lyhne, C. N., Dervishi, E., Pajalic, Z., ... & Sousa, C. (2024). The use of assistive technology to promote practical skills in persons with autism spectrum disorder and intellectual disabilities: A systematic review. Digital Health, 10, 20552076241281260. https://doi.org/10.1177/2055207624128126 Kulkarni, K. M., & Shenoy, S. (2021). Table tennis stroke recognition using two-dimensional human pose estimation. In Proceedings of the IEEE/CVF conference on com

Study record dates

Study Major Dates

• Study Start (Actual): October 13, 2025
• Primary Completion (Actual): January 15, 2026
• Study Completion (Actual): January 20, 2026

Study Registration Dates

• First Submitted: April 29, 2026
• First Submitted That Met QC Criteria: May 4, 2026
• First Posted (Actual): May 11, 2026

Study Record Updates

• Last Update Posted (Actual): May 11, 2026
• Last Update Submitted That Met QC Criteria: May 4, 2026
• Last Verified: May 1, 2026

More Information

Terms related to this study

• Keywords: Intellectual Disability; Physical Education; Tennis Training; Motor Skill Acquisition; Technology-Assisted Instruction; Pose Estimation; Traditional Instruction
• 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: 2026/2944; 1183-YL-25 (Other Identifier: Burdur Mehmet Akif Ersoy University Scientific Research Projects Unit (BAP)); Approval No: E-84459573-605-17 (Other Identifier: Turkish Ministry of Family and Social Services)

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Individual participant data (IPD) will not be shared because this study involves minors and individuals with intellectual disabilities, representing a vulnerable population that requires enhanced confidentiality protections. The dataset includes qualitative materials such as audio-recorded interviews, verbatim transcripts, observational field notes, and contextual narratives that may contain indirect identifiers. Given the small sample size and the rich descriptive nature of qualitative data, the risk of participant re-identification may remain even after de-identification procedures. Therefore, to ensure compliance with ethical approval requirements, informed consent commitments, and data protection principles, IPD will not be made publicly available.

Drug and device information, study documents

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