ISSN: 2226-6348
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This study examines the comparative effectiveness of Teaching Games for Understanding (TGFU) and traditional teaching methods in enhancing tennis skill acquisition among university students. Using a mixed-methods approach, 180 students aged 18–22 from three Chinese universities were randomly assigned to a TGFU group (n=90) or a traditional group (n=90). Over 16 weeks, both groups participated in biweekly 90-minute tennis sessions, with skills assessed through standardized tests and retention tests one-month post-intervention. Qualitative data from semi-structured interviews explored students’ learning experiences. Quantitative results showed that the TGFU group achieved superior tactical decision-making and long-term skill retention, while both groups demonstrated comparable short-term technical proficiency. Qualitatively, TGFU students reported higher cognitive engagement, peer interaction, and self-efficacy, whereas traditional methods were valued for technical mastery but limited in fostering tactical creativity. These findings suggest TGFU as a robust pedagogical alternative, integrating cognitive, affective, and psychomotor learning. Future research should explore longitudinal outcomes and broader applications across diverse sports contexts.
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