Abstract
Abstract College students (N = 42) from six coeducational beginning tennis service classes participated unknowingly in a study to determine the relative effects of two teaching methods. Three classes received the traditional ground stroke method (total N = 20) and three received the volley method (total N = 22). Each group was taught by the same experienced instructor. All classes met 40 min, twice a week for a total of 14 instructional sessions. The Broer-Miller Forehand-Backhand Drive Test (1) and the Revised Dyer Backboard Test of Tennis (4) were administered as pre- and posttests. The results of the study indicated that both method groups did improve significantly (.01) on all tests, and that those instructed by the volley method improved significantly (.05) over those instructed by the ground stroke method on the forehand section of the Broer-Miller Test.
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