The effects of basic tennis training given to secondary school students on stress, self-efficacy, and self-confidence levels
,
Nuri Muhammed Celik
2
,
Burcu Yenturk Sisman
3
,
Fikret Soyer
4
Abstract
This study aimed to examine the effects of basic tennis training conducted twice a week for eight weeks on the stress, self-efficacy, and self-confidence levels of middle school students. The study population consisted of 90 students, and the sample included 76 students aged between 11 and 14. The participants were divided into an experimental group and a control group. While the experimental group participated in a structured basic tennis training program for eight weeks, the control group did not receive any training intervention. Stress, self-efficacy, and self-confidence scales were administered to both groups before and after the intervention. The study was designed using a pre-test–post-test control group experimental model. The data were analyzed using the SPSS statistical package program, and the significance level was set at p < 0.05. Independent samples t-tests were used to compare the experimental and control groups, while paired samples t-tests were used to examine within-group differences. The results indicated that there were no statistically significant differences between the experimental and control groups in the pre-test scores for stress (t = −0.54, p = 0.588), self-efficacy (t = −0.70, p = 0.489), and self-confidence (t = 0.81, p = 0.419). Similarly, no significant changes were observed in the control group between pre-test and post-test scores (p > 0.05). However, significant differences were found in the experimental group between pre-test and post-test scores. Stress levels decreased significantly after the training (Pre-test: m = 24.61, sd = 4.94; Post-test: m = 17.84, sd = 3.95; t = 8.44, p < 0.001). Self-efficacy scores increased significantly (Pre-test: m = 43.29, sd = 11.38; Post-test: m = 55.21, sd = 16.18; t = −4.87, p < 0.001). Similarly, self-confidence levels improved significantly (Pre-test: m = 64.79, sd = 19.77; Post-test: m = 85.03, sd = 21.31; t = −5.32, p < 0.001). These findings suggest that structured tennis training can significantly reduce stress and improve self-efficacy and self-confidence among middle school students.