The effect of video‐modelling and video‐feedback on the learning of the tennis service by novices

Abstract

This project is addressed to the effectiveness of video mediated instruction on the learning of the tennis service by novices. The research was carried out in an indoor tennis hall under normal training conditions. Three experimental groups were used: a video‐model (VMT), a video‐feedback (VFT) and a group with a combination of video modelling and video feedback (VMFT). Two control groups ‐ based on different training periods ‐ were also used: a traditional training group (TT1) which practised for a period of 45 min per training session and a second traditional training group (TT2) which practised for a period of only 30 min per training session. All subjects took part in five successive training sessions. No clear advantages of using video mediated instruction methods in teaching novices the tennis service could be demonstrated. Five sessions of 30 min practical training were shown to be as effective as five sessions of 45 min practical training in producing improvements in both form and achievement scores of novice tennis players. While, in the early stages, form and achievement scores were not shown to be significantly related, after five sessions a significant correlation (P<0.05) was shown.