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

4 maj 2026 uppdaterad av: Burdur Mehmet Akif Ersoy University

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?

Studieöversikt

Status

Avslutad

Betingelser

Intervention / Behandling

Detaljerad beskrivning

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.

Studietyp

Interventionell

Inskrivning (Faktisk)

30

Fas

  • Inte tillämpbar

Kontakter och platser

Det här avsnittet innehåller kontaktuppgifter för dem som genomför studien och information om var denna studie genomförs.

Studieorter

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

Deltagandekriterier

Forskare letar efter personer som passar en viss beskrivning, så kallade behörighetskriterier. Några exempel på dessa kriterier är en persons allmänna hälsotillstånd eller tidigare behandlingar.

Urvalskriterier

Åldrar som är berättigade till studier

  • Barn
  • Vuxen

Tar emot friska volontärer

Nej

Beskrivning

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

Studieplan

Det här avsnittet ger detaljer om studieplanen, inklusive hur studien är utformad och vad studien mäter.

Hur är studien utformad?

Designdetaljer

  • Primärt syfte: Övrig
  • Tilldelning: Icke-randomiserad
  • Interventionsmodell: Parallellt uppdrag
  • Maskning: Ingen (Open Label)

Vapen och interventioner

Deltagargrupp / Arm
Intervention / Behandling
Experimentell: 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.
Beteende: 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.
Aktiv komparator: 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.
Beteende: 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.

Vad mäter studien?

Primära resultatmått

Resultatmått
Åtgärdsbeskrivning
Tidsram
Learning Experience During Tennis Instruction
Tidsram: 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.
Week 7, Week 14, and Week 15

Sekundära resultatmått

Resultatmått
Åtgärdsbeskrivning
Tidsram
Perceived Motor Skill Development
Tidsram: 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.
Week 7, Week 14, and Week 15

Samarbetspartners och utredare

Det är här du hittar personer och organisationer som är involverade i denna studie.

Sponsor

Burdur Mehmet Akif Ersoy University

Publikationer och användbara länkar

Den som ansvarar för att lägga in information om studien tillhandahåller frivilligt dessa publikationer. Dessa kan handla om allt som har med studien att göra.

Allmänna publikationer

  • 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

Studieavstämningsdatum

Dessa datum spårar framstegen för inlämningar av studieposter och sammanfattande resultat till ClinicalTrials.gov. Studieposter och rapporterade resultat granskas av National Library of Medicine (NLM) för att säkerställa att de uppfyller specifika kvalitetskontrollstandarder innan de publiceras på den offentliga webbplatsen.

Studera stora datum

Studiestart (Faktisk)

13 oktober 2025

Primärt slutförande (Faktisk)

15 januari 2026

Avslutad studie (Faktisk)

20 januari 2026

Studieregistreringsdatum

Först inskickad

29 april 2026

Först inskickad som uppfyllde QC-kriterierna

4 maj 2026

Första postat (Faktisk)

11 maj 2026

Uppdateringar av studier

Senaste uppdatering publicerad (Faktisk)

11 maj 2026

Senaste inskickade uppdateringen som uppfyllde QC-kriterierna

4 maj 2026

Senast verifierad

1 maj 2026

Mer information

Termer relaterade till denna studie

Nyckelord

Ytterligare relevanta MeSH-villkor

Andra studie-ID-nummer

  • 2026/2944
  • 1183-YL-25 (Annan identifierare: Burdur Mehmet Akif Ersoy University Scientific Research Projects Unit (BAP))
  • Approval No: E-84459573-605-17 (Annan identifierare: Turkish Ministry of Family and Social Services)

Plan för individuella deltagardata (IPD)

Planerar du att dela individuella deltagardata (IPD)?

NEJ

IPD-planbeskrivning

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.

Läkemedels- och apparatinformation, studiedokument

Studerar en amerikansk FDA-reglerad läkemedelsprodukt

Nej

Studerar en amerikansk FDA-reglerad produktprodukt

Nej

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