Analysis of Motor Competence and Consistency of Basic Tennis Techniques A Comparative Study on Sixth Semester PJKR Students

Abstract

Objectives:
The main objective of this study was to map and comparatively analyze the achievement of motor competencies and the level of stroke consistency in basic tennis techniques (serve, forehand, and backhand) between parallel student groups in a physical education teacher education program.

Materials and Methods:
This study applied a quantitative approach with a descriptive-comparative research design. The participants consisted of 70 active sixth-semester undergraduate students majoring in Physical Education, Health, and Recreation (PJKR), divided equally into two parallel classes: Class 6A (n = 35) and Class 6B (n = 35). Data were collected during the practical Mid-Semester Exam (UTS) using a Standard Tennis Practical Assessment Rubric that measured three sub-parameters: Accuracy (AC), Technique (T), and Movement Consistency/Coordination (MC/CC). Quantitative data were analyzed through descriptive statistics and inferential comparative analysis using the Independent Samples t-Test (a = 0.05).

Results:
The descriptive findings showed that Class 6A slightly outperformed Class 6B across all basic techniques. Biomechanical alignment ("Basic Technique") was identified as the strongest parameter for both groups, whereas "Ball Accuracy" served as the primary obstacle, particularly during the backhand stroke. Inferential analysis revealed a statistically significant difference in the overall accumulated exam scores between the two classes (t = 2.214, p = 0.030). However, when dissected partially, a significant difference was observed exclusively in the service skill component (p = 0.041), while the capacity to control groundstrokes (forehand and backhand) remained statistically equivalent and uniform between the classes (p > 0.05).

Conclusions:
This study concludes that significant disparities in tennis motor competency between parallel classes are partial and primarily driven by closed motor skills (serving) rather than open motor skills (groundstrokes). In terms of practical implications, a one-size-fits-all teaching methodology should be replaced with differentiated instruction and a game-based approach post-midterm to accommodate varying group learning rates and enhance ball accuracy on the court.