The Effect of Game for Understanding on Backhand Tennis Skill Learning and Self-efficacy Improvement in Elementary Students

Abstract

The aim of this study was to examine the effect of game for understanding through the “Play and Stay” modification form of practice, on learning the tennis backhand skill by Elementary School students and their self-efficacy improvement. Fifty four (N=54) fourth grade Elementary students, aged 9 to 10 years (M=9.13, SD=0.21) participated. The students from two elementary schools were divided into two groups: the experimental group (N=27) which followed the “Play and Stay”, and the control group (N=27) which followed the traditional teaching method. The three-week course was held during the Physical Education lessons, (3hours/week). A qualitative evaluation of the technique (ten trials-video-recording, observation, and a 5-element assessment), and a quantitative evaluation of backhand stroke were used, comprising of a pre-test, a post-test, and a retention test one week after the completion of the interventions. Self-efficacy was assessed before and at the end of the interventions, by a 5-item questionnaire (Theodorakis, 1996). ANOVA repeated measures (2 groups X 3 measurements) revealed a significant interaction between groups and measurements for both qualitative and quantitative performance of backhand skill. ANOVA repeated measures (2 groups X 2 measurements) also revealed a significant interaction between groups and measurements for self-efficacy. Post hoc analyses indicated that only “Play and Stay” children significantly improved and retained qualitative and quantitative performance of backhand skill while simultaneously they improved significantly their self-efficacy. Thus, “Play and Stay” is an effective practice method for learning backhand stroke and enhancing self-efficacy by elementary schoolchildren.