Effectiveness of an Equipment Scaling-Based Mini Tennis Learning Model on The Development of Physical Literacy in Elementary School Students

Abstract

This study aims to examine the effectiveness of an equipment scaling-based mini tennis learning model on the development of physical literacy among elementary school students. The study employed a quantitative quasi-experimental approach with a Pretest–Posttest Control Group Design. The research was conducted at SD Negeri Cisaat, Ciater District, Subang Regency, West Java, Indonesia, during May–August 2026. Students were assigned to experimental and control groups. The experimental group received a mini tennis learning model incorporating equipment scaling through age-appropriate rackets, low-compression balls, modified court dimensions, and adapted playing activities, while the control group received conventional tennis instruction. Data were collected using the Test of Gross Motor Development–Second Edition (TGMD-2), a physical literacy questionnaire, implementation-fidelity observations, student-activity observations, and documentation. At the current reporting stage, approximately 70% of the research activities have been completed. The field implementation, pretest, intervention, observations, posttest, and data collection have been completed, while data verification and statistical analysis are still in progress. Therefore, quantitative statistical findings are not yet reported in this manuscript draft. Preliminary implementation observations indicate that the model was implemented according to the planned learning sequence and that students demonstrated active participation, enthusiasm, confidence, and engagement during learning. Final conclusions regarding effectiveness will be determined after the complete statistical analysis is finished.