Modifying Equipment in Early Skill Development: A Tennis Perspective

Abstract

Purpose: The International Tennis Federation recently launched a worldwide campaign advocating the use of equipment scaling for children learning to play tennis. The aim of this study was to investigate the influence that varying racquet sizes and ball compressions had on children's ability to play a forehand groundstroke. Method: This was a quantitative repeated-measures design experiment. Children were required to perform a forehand hitting task using each of 9 combinations of tennis racquets and balls (i.e., 3 racquet sizes × 3 ball compressions). Children's hitting performance was measured using a points system. The aim for the children was to score as many points as possible. Hitting technique was measured via video replay. Results: Hitting performance was best when the smallest racquet combined with the ball with the least compression was used. The ball with the least compression also promoted 2 technique benefits: swinging the racquet from low to high and striking the ball in front and to the side of the body. Conclusions: This study demonstrated the benefits for young children playing with scaled racquets and low-compression balls. The findings are discussed with regards to their relevance to theories of skill acquisition.

Keywords::

• children's sport
• complex skill acquisition
• physical education
• talent development

Acknowledgments

The authors would like to acknowledge Tennis Australia and the International Tennis Federation for their assistance in the project. Our thanks also extend to the Department of Education and Early Childhood Development in Victoria for their Support, and to Eltham Primary School and St. Joan of Arc Primary School in Melbourne, Victoria, for their contributions to the study.

Notes

¹ The term “affordance” is used in the ecological approach to motor learning. Theorists argue that everything is an affordance, but some things have a greater affordance than others, depending on the task, the individual, and the environment. For example, a small racquet would likely provide greater affordance than a large racquet for a child playing tennis, but the opposite would probably be found for an adult (for a review of the ecological approach to skill acquisition, see Handford, Davids, Bennett, & Button, 1997).