Comparison of Women's Beginning Tennis Skills Under Three Different Time Schedules

Abstract

This study compared the knowledge and skill attained by university women (N = 96) in beginning tennis under three different time schedules. Scores on a wallboard test, achievement tests of serve accuracy and speed, and a written test were compared to determine achievement of women in beginning tennis classes. Although all groups improved on the wallboard test, ANCOVA revealed no significant F ratios among the groups on any of the motor performance tests. ANOVA procedures revealed no significant differences between the groups on the written examination. Findings indicate that time schedules may not be as important as other factors in the learning and performance of tennis skills, as measured by the dependent variables in this study.