Developing Table Tennis Strokes Skill through Learning Method, Feedback and Agility

By Siahaan, Jonni | Asian Social Science, March 2014 | Go to article overview

Developing Table Tennis Strokes Skill through Learning Method, Feedback and Agility


Siahaan, Jonni, Asian Social Science


Abstract

This paper presents a discussion on the learning method, feedback and agility needed in the process of developing table tennis strokes skills. The learning method used is the random learning method, which is categorized into regular and irregular. The regular method is developing the table tennis service, drive, smash and lob sequentially and the irregular method is freely choosing the strokes. The feedback, divided into direct feedback through demonstration and direct feedback using the words right or wrong. The agility is categorized into poor, average and good agility. This article gives an overview of the table tennis strokes skill development through the random learning method, using direct feedback and agility. Data were analyzed using ANOVA Scheffe's test, with the level of significant is set at α <0.05, and is concluded as follow: 1) the regular random learning method (RLM-r) is significantly different than the irregular random learning method (RLM-ir) 2) the direct feedback using demonstration (DF-d) is significantly different than the direct feedback using right or wrong (DF-rf) 3) the good agility (H-a) is significantly different than average agility (M-a) and poor agility (L-a) 4) there is an interaction between random learning method (RLM), and direct feedback (DF) with agility 5) there is an interaction between random learning method (RLM) with agility 6) there is an interaction between direct feedback (DF) with agility 7) there is an interaction between random learning method (RLM), direct feedback (DF) with agility 8) the combination between regular random learning method (RLM-r) with direct feedback through demonstration (DF-d) with good agility (H-a) is significantly different and is better than the combination of regular random learning method (RLM-r) with direct feedback using right or wrong (DF-rf), with high agility (H-a) 9) the combination between regular random learning method (RLM-r) with direct feedback using demonstration (DF-d) with poor agility (L-a) is not significantly different than the combination of regular random learning method (RLM-r) with direct feedback using right or wrong(DF-rf), with poor agility (L-a) 10) the combination between irregular random learning method (RLM-ir) with direct feedback using demonstration (DF-d) with good agility (H-a) is not significantly different than the combination of irregular random learning method (RLM-r), direct feedback using right or wrong (DF-rf), with good agility (H-a) 11) the combination between irregular random learning method (RLM-ir), direct feedback using demonstration (DF-d), with poor agility (L-a) is not significantly different than the combination between irregular random learning method (RLM-r), direct feedback using right or wrong (DF-rf), with poor agility (L-a).

Keywords: learning method, feedback, agility, table tennis skills

1. Introduction

Davis (1997) states that through the learning process, changes in performance will relatively be permanent. The changes in performance is related to optimal learning experiences of the students, and also related to increases in psychomotor skills.

The diagram above explains that increases in learning are a result of gradual attainment of performance or psychomotor skills with learning experiences. This theory is deemed applicable in developing table tennis strokes skill among students.

The teaching of table tennis strokes skills still need attention on the best learning method to be used, the learning stages that would be reached, the improvements in the learning result, and the parameter used to measure the learning result.

The parameter used to develop the sport skills according to Magil (2004) should measure the action or task, and the quality of performance. The performance should be measure through the action goal, the reflex performance, and the goal direction. The quality of performance is measured through the productivity of performance and the consistency of performance. …

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