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Purpose: This study examined the impact of teaching tennis with tactical game approach(TGA) and direct teaching (DT).

Methods: Twenty-four undergraduate students, (20 males and 4 females), who enrolled in atennis unit for 1 semester, and a tennis teacher served as participants in this study. Participants werepurposively selected from a tennis class which the teacher taught with a combination method, the TGAin odd weeks and the DT in even weeks. They signed consent forms and volunteered to participate inthis study. Data were collected through class observation, interview, critical incidence, and documentanalysis. Data were inductively analyzed using a constant comparison method and were triangulatedacross methods.

Results: Findings indicated that the two teaching methods yielded positive effects for learningtennis. The TGA helped learners improve on solving tactical problems, resulting in playing games well.The DT appropriated for teaching novice learners. Although both methods were good for teaching tennis,participants preferred to begin with the DT and followed by the TGA. Participants indicated that theylearned how to play game as well as tennis skills, such as forehand/backhand ground strokes, service,footwork, regulations and rules of the games. In additions, they enjoyed the learning activities. Thedegrees of enjoyment, however, increased in the sessions that they performed the activities well anddecreased in the sessions that they did poorly or felt physically discomfort. Positive factors that influencedlearning were (1) readiness of learners, (2) good warming up routines (e.g., hitting the ball back andforth), (3) good teaching cues and (4) proper learning assessment. Factors that had negative impact onlearning were (1) improper matching of partners, too little of feedback and (3) inappropriate classschedule.

Conclusion: The TGA and DT had positive effects on learning, thus, the teacher should useboth methods for teaching novice learners.

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