Abstract
The objective of this study is to assess the impact of return board-based forehand drive instruction on Central Java junior high school students in Class VIII. Experimental research employing a two-group pretest-posttest design, this study consists of a pre-treatment pretest and a post-treatment posttest. Sixteen return drill training sessions were administered to the experimental group, while the control group received no intervention. Hypothesis tests, normality tests, and homogeneity tests are all components of data analysis techniques. The findings of this study indicate that the experimental group's forehand drive ability improved significantly as a result of return board training (p-value = 0.000 < 0.05; mean difference = 4.100). In contrast, there was no discernible impact of enhancing forehand drive ability on the control group (p-value = 0.000 < 0.05). As a result, it can be concluded that instruction utilizing the return board can significantly improve the forehand driving ability of Central Java eighth-graders. To improve one's ability to execute a forehand drive, researchers propose employing a training method that utilizes the return board. The aforementioned research findings suggest that instruction utilizing the return board may significantly enhance the forehand driving proficiency of Central Java Junior High School students in grade VIII. At a significance level of 0.000, the mean difference is 4.100. To improve one's forehand driving abilities, researchers recommend selecting a training method that incorporates the return stroke as an alternative. It is crucial that the training programs are well-organized, structured, and adhere to established procedures. Scholars desiring to undertake additional investigations pertaining to the utilization of return boards are encouraged to select alternative training modalities and juxtapose them.
Published Version
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