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?
A tanulmány áttekintése
Állapot
Körülmények
Részletes leírás
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.
Tanulmány típusa
Beiratkozás (Tényleges)
Fázis
- Nem alkalmazható
Kapcsolatok és helyek
Tanulmányi helyek
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Burdur
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Burdur, Burdur, Törökország (Türkiye), 15200
- Burdur Mehmet Akif Ersoy University, School of Sport Sciences
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Részvételi kritériumok
Jogosultsági kritériumok
Tanulmányozható életkorok
- Gyermek
- Felnőtt
Egészséges önkénteseket fogad
Leírás
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
Tanulási terv
Hogyan készül a tanulmány?
Tervezési részletek
- Elsődleges cél: Egyéb
- Kiosztás: Nem véletlenszerű
- Beavatkozó modell: Párhuzamos hozzárendelés
- Maszkolás: Nincs (Open Label)
Fegyverek és beavatkozások
Résztvevő csoport / kar |
Beavatkozás / kezelés |
|---|---|
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Kísérleti: 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.
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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.
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Aktív összehasonlító: 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.
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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.
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Mit mér a tanulmány?
Elsődleges eredményintézkedések
Eredménymérő |
Intézkedés leírása |
Időkeret |
|---|---|---|
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Learning Experience During Tennis Instruction
Időkeret: Week 7, Week 14, and Week 15
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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.
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Week 7, Week 14, and Week 15
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Másodlagos eredményintézkedések
Eredménymérő |
Intézkedés leírása |
Időkeret |
|---|---|---|
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Perceived Motor Skill Development
Időkeret: Week 7, Week 14, and Week 15
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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.
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Week 7, Week 14, and Week 15
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Együttműködők és nyomozók
Szponzor
Publikációk és hasznos linkek
Általános kiadványok
- 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
Tanulmányi rekorddátumok
Tanulmány főbb dátumok
Tanulmány kezdete (Tényleges)
Elsődleges befejezés (Tényleges)
A tanulmány befejezése (Tényleges)
Tanulmányi regisztráció dátumai
Először benyújtva
Először nyújtották be, amely megfelel a minőségbiztosítási kritériumoknak
Első közzététel (Tényleges)
Tanulmányi rekordok frissítései
Utolsó frissítés közzétéve (Tényleges)
Az utolsó frissítés elküldve, amely megfelel a minőségbiztosítási kritériumoknak
Utolsó ellenőrzés
Több információ
A tanulmányhoz kapcsolódó kifejezések
Kulcsszavak
További vonatkozó MeSH feltételek
Egyéb vizsgálati azonosító számok
- 2026/2944
- 1183-YL-25 (Egyéb azonosító: Burdur Mehmet Akif Ersoy University Scientific Research Projects Unit (BAP))
- Approval No: E-84459573-605-17 (Egyéb azonosító: Turkish Ministry of Family and Social Services)
Terv az egyéni résztvevői adatokhoz (IPD)
Tervezi megosztani az egyéni résztvevői adatokat (IPD)?
IPD terv leírása
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