REFERENCES
- Anderson, K., Davis, A., Cleland, S., Jamison, J., Avischious, G., & Murren, M. (2009). Learn to rally and play: Practice plans and tips for coaching kids ages 5–17. E. J. Crawford (Ed.). USTA.
- Brocken, J. E. A., Kal, E. C., & van der Kamp, J. (2016). Focus of attention in children’s motor learning: Examining the role of age and working memory. Journal of Motor Behavior, 48(6), 527–534. https://doi.org/10.1080/00222895.2016.1152224
- Buszard, T., Farrow, D., & Reid, M. (2020a). Designing junior sport to maximize potential: The knowns, unknowns, and paradoxes of scaling sport. Frontiers in Psychology, 10, 2878. https://doi.org/10.3389/fpsyg.2019.02878
- Buszard, T., Farrow, D., Reid, M., & Masters, R. S. W. (2014). Modifying equipment in early skill development: A tennis perspective. Research Quarterly for Exercise and Sport, 85(2), 218–225. https://doi.org/10.1080/02701367.2014.893054
- Buszard, T., Farrow, D., Verswijveren, S. J. J. M., Reid, M., Williams, J., Polman, R., Ling, F. C. M., & Masters, R. S. W. (2017, August). Working memory capacity limits motor learning when implementing multiple instructions. Frontiers in Psychology, 8, 1350. https://doi.org/10.3389/FPSYG.2017.01350
- Buszard, T., Garofolini, A., Reid, M., Farrow, D., Oppici, L., & Whiteside, D. (2020b). Scaling sports equipment for children promotes functional movement variability. Scientific Reports, 10(1), 1–8. https://doi.org/10.1038/s41598-020-59475-5
- Buszard, T., Garofolini, A., Whiteside, D., Farrow, D., & Reid, M. (2020c). Children’s coordination of the “sweet spot” when striking a forehand is shaped by the equipment used. Scientific Reports, 10(1), 1–9. https://doi.org/10.1038/s41598-020-77627-5
- Buszard, T., Reid, M., Masters, R. S. W., & Farrow, D. (2016b). Scaling tennis racquets during PE in primary school to enhance motor skill acquisition. Research Quarterly for Exercise and Sport, 87(4), 414–420. https://doi.org/10.1080/02701367.2016.1216653
- Buszard, T., Reid, M., Masters, R., & Farrow, D. (2016a). Scaling the equipment and play area in children’s sport to improve motor skill acquisition: A systematic review. Sports Medicine (Auckland, N.Z.), 46(6), 829–843. https://doi.org/10.1007/s40279-015-0452-2
- Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037//0033-2909.112.1.155
- Crespo, M., & Reid, M. M. (2007). Motivation in tennis. British Journal of Sports Medicine, 41(11), 769–772. https://doi.org/10.1136/BJSM.2007.036285
- Farrow, D., & Reid, M. (2010). The effect of equipment scaling on the skill acquisition of beginning tennis players. Journal of Sports Sciences, 28(7), 723–732. https://doi.org/10.1080/02640411003770238
- Federation Francaise de Tennis. (2014). Le cahier de l’enseignant.
- Fitzpatrick, A., Davids, K., & Stone, J. A. (2017). Effects of Lawn Tennis Association mini tennis as task constraints on children’s match-play characteristics. Journal of Sports Sciences, 35(22), 2204–2210. https://doi.org/10.1080/02640414.2016.1261179
- Fitzpatrick, A., Davids, K., & Stone, J. A. (2018). Effects of scaling task constraints on emergent behaviours in children’s racquet sports performance. Human Movement Science, 58, 80–87. https://doi.org/10.1016/j.humov.2018.01.007
- Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177–190. https://doi.org/10.1037/0012-1649.40.2.177
- Groppel, J., & Dinubile, N. (2009). Tennis: For the health of it! The Physician and Sportsmedicine, 37(2), 40–50. https://doi.org/10.3810/psm.2009.06.1708
- Hadler, R., Chiviacowsky, S., Wulf, G., & Schild, J. F. G. (2014). Children’s learning of tennis skills is facilitated by external focus instructions. Motriz: Revista de Educação Física, 20(4), 418–422. https://doi.org/10.1590/S1980-65742014000400008
- International Tennis Federation. (2021). ITF Global Tennis Report 2021. http://itf.uberflip.com/i/1401406-itf-global-tennis-report-2021/0?
- IRDS. (2008). Tennis: Les motivations de la pratique, les raisons de l’abandon.
- ITF. (2010). tennis 10s. Official Programme of the International Tennis Federation (pp. 1–95).
- Kiselev, S., Espy, K. A., & Sheffield, T. (2009). Age-related differences in reaction time task performance in young children. Journal of Experimental Child Psychology, 102(2), 150–166. https://doi.org/10.1016/j.jecp.2008.02.002
- Knudson, D. (2006). Biomechanics of the forehand. In Biomechanical principles of tennis technique: Using science to improve your strokes (pp. 75–94). Racquet Tech Publishing.
- Knudson, D., & Elliott, B. (2004). Biomechanics of tennis strokes. In G. K. Hung & J. M. Pallis (Eds.), Biomedical engineering principles in sports (pp. 152–181). Kluwer. https://doi.org/10.1007/978-1-4419-8887-4_7
- Kovacs, M. S., Pluim, B. M., Groppel, J. L., Crespo, M., Roetert, E. P., Hainline, B., Miller, S., Reid, M., Pestre, B., De Vylder, M., Dunn, N. A., Miley, D., & Jones, T. (2016). Health, wellness and cognitive performance benefits of tennis. Journal of Medicine and Science in Tennis, 21, 14–21.
- Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
- Larson, E. J., & Guggenheimer, J. D. (2013). The effects of scaling tennis equipment on the forehand groundstroke performance of children. Journal of Sports Science and Medicine, 12(2), 323–331. http://www.jssm.org
- Marchal-Crespo, L., Van Raai, M., Rauter, G., Wolf, P., & Riener, R. (2013). The effect of haptic guidance and visual feedback on learning a complex tennis task. Experimental Brain Research, 231(3), 277–291. https://doi.org/10.1007/s00221-013-3690-2
- Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341–360). Martinus Nijhoff Publishers. https://doi.org/10.1007/978-94-009-4460-2_19
- Otte, F. W., Davids, K., Millar, S. K., & Klatt, S. (2020). When and how to provide feedback and instructions to athletes?—How sport psychology and pedagogy insights can improve coaching interventions to enhance self-regulation in training. Frontiers in Psychology, 11, 1444. https://doi.org/10.3389/FPSYG.2020.01444/BIBTEX
- Pluim, B. M., Groppel, J. L., Miley, D., Crespo, M., & Turner, M. S. (2018). Health benefits of tennis. British Journal of Sports Medicine, 52(3), 201–202. https://doi.org/10.1136/bjsports-2017-098623
- Reid, M., Crespo, M., Lay, B., & Berry, J. (2007). Skill acquisition in tennis: Research and current practice. Journal of Science and Medicine in Sport, 10(1), 1–10. https://doi.org/10.1016/J.JSAMS.2006.05.011
- Reid, M., Elliott, B., & Crespo, M. (2013). Mechanics and learning practices Associated with the Tennis forehand: A review. Journal of Sports Science and Medicine, 12(2), 225–231.
- Schmidt, R. A. (1991). Frequent augmented feedback can degrade learning: Evidence and interpretations. In J. Requin & G. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 59–75). Springer Science & Business Media. https://doi.org/10.1007/978-94-011-3626-6_6
- Schmidt, R., & Lee, T. (2013). Motor learning and performance: From principles to application (5th ed.). Human Kinetics.
- Sigrist, R., Rauter, G., Riener, R., & Wolf, P. (2013). Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review. Psychonomic Bulletin & Review, 20(1), 21–53. https://doi.org/10.3758/s13423-012-0333-8
- Swinnen, S. P. (1996). Information feedback for motor skill learning: A review. In H. N. Zelaznik (Ed.), Advances in motor learning and control (pp. 37–66). Human Kinetics.
- Swinnen, S. P., Lee, T. D., Verschueren, S., Serrien, D. J., & Bogaerds, H. (1997). Interlimb coordination: Learning and transfer under different feedback conditions. Human Movement Science, 16(6), 749–785. https://doi.org/10.1016/S0167-9457(97)00020-1
- Swinnen, S. P., Schmidt, R. A., Nicholson, D. E., & Shapiro, D. C. (1990). Information feedback for skill acquisition: Instantaneous knowledge of results degrades learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(4), 706–716. https://doi.org/10.1037/0278-7393.16.4.706
- Timmerman, E., De Water, J., Kachel, K., Reid, M., Farrow, D., & Savelsbergh, G. (2015). The effect of equipment scaling on children’s sport performance: The case for tennis. Journal of Sports Sciences, 33(10), 1093–1100. https://doi.org/10.1080/02640414.2014.986498
- Tsetseli, M., Zetou, E., Vernadakis, N., & Michalopoulou, M. (2016). The effect of internal and external focus of attention on game performance in tennis. Acta Gymnica, 46(4), 162–173. https://doi.org/10.5507/ag.2016.021
- Winstein, C. J., Pohl, P. S., & Lewthwaite, R. (1994). Effects of physical guidance and knowledge of results on motor learning: Support for the guidance hypothesis. Research Quarterly for Exercise and Sport, 65(4), 316–323. https://doi.org/10.1080/02701367.1994.10607635