A Comparative Study on TGFU and Traditional Teaching Methods for Enhancing Tennis Skills among Chinese University Students

Abstract

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.