See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/383820464

Integration of Table Tennis into Physical Education Programs: Best Practices and Recommendations
for Active Schools: A Narrative Review

Chapter · September 2024

CITATIONS READS

0 20

2 authors:

Linghong Liu Garry Kuan

Universiti Sains Malaysia Universiti Sains Malaysia
3 PUBLICATIONS 0 CITATIONS 365 PUBLICATIONS 1,849 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Garry Kuan on 06 September 2024.

The user has requested enhancement of the downloaded file.

Editors:
Gheorghe Balint (coordinator)
Branislav Antala
Dario Novak
Bogdan Sorin Olaru

, Quality Physical Education

in Active School and its Perspectives
� Researches - Best Practices - Situation

.. •
,

'
..

... et

eif'n EDIT�RA ,,ALMA MATER"

�II.:,/ BACAU, 2024
SCIENCE OF SPORT AND PHYSICAL EDUCATION COLLECTION

I
FÉDÉRATION INTERNATIONALE D´ÉDUCATION
PHYSIQUE ET SPORTIVE

Quality Physical Education

in Active School and its Perspectives
Researches – Best Practices – Situation

Editors:

Gheorghe Balint (coordinator)

Branislav Antala
Dario Novak
Bogdan Sorin Olaru

EDITURA „ALMA MATER”

BACĂU, 2024
Scientific referees

Prof. Laurențiu-Gabriel TALAGHIR, PhD

"Dunărea de Jos" University of Galați

Prof. Bogdan Constantin RAȚĂ, PhD

"Vasile Alecsandri" University of Bacău

Descrierea CIP a Bibliotecii Naţionale a României

Quality physical education in active school and its
perspectives : researches, best practices, situation /
editors: Gheorghe Balint (coordinator), Branislav
Antala, Dario Novak, Bogdan Sorin Olaru. - Bacău :
Alma Mater, 2024
Conţine bibliografie
ISBN 978-606-527-720-5

I. Balint, Gheorghe (coord. ; ed.)

II. Antala, Branislav (ed.)
III. Novak, Dario (ed.)
IV. Olaru, Bogdan Sorin (ed.)

796
37

Copyright © 2024, Editura „Alma Mater” Bacău

All rights are reserved to the publisher
8 Spiru Haret Street, 600114, Bacău, Romania
Tel.: +40-234-542-411 int. 638
Tel./Fax: +40-234-208-286
https://editura-almamater.ub.ro/
E-mail: [email protected]
E-mail: [email protected]
Quality Physical Education in Active School and its Perspectives:
Researches - Best Practices – Situation.

Editors:
Gheorghe BALINT (coordinator) - Faculty of Movement, Sports and Health Sciences, Vasile
Alecsandri University of Bacău, Romania;
Branislav ANTALA - Physical Education and Sport Faculty, Comenius University of Bratislava,
Slovakia;
Dario NOVAK - Faculty of Kinesiology, University of Zagreb, Croatia;
Bogdan Sorin OLARU - Physical Education and Sport Faculty, Dunărea de Jos University of
Galati, Romania.

Reviewers:
- Marius STOICA – Rector of National University of Physical Education and Sports from
Bucharest; [email protected]
- Laurențiu-Gabriel TALAGHIR – Dean of Physical Education and Sport Faculty from Dunărea
de Jos University of Galați; [email protected]
- Vilko PETRIČ – Univeristy of Rjeka, Croatia, [email protected]
- Carmen ENE-VOICULESCU - Doctoral School Director, Physical Education and Sport
Faculty from Ovidius University of Constanța; [email protected]
- Bogdan Constantin RAȚĂ – ViceRector of Vasile Alecsandri University of Bacău.
[email protected]
- Biljana POPESKA – Goce Delcev University – Stip, North Macedonia,
[email protected]
- Gabriela LUPTÁKOVÁ – Faculty of Physical Education and Sport, Comenius University in
Bratislava, [email protected]
- Lubomír ZBONČÁK - Faculty of Physical Education and Sport, Comenius University in
Bratislava, [email protected]
- Lubor TOMÁNEK- Faculty of Physical Education and Sport, Comenius university in Bratislava,
[email protected]
- Tanja PETRUSIC – University of Ljubljana, Slovenia, [email protected]

Publisher:
Editura Alma Mater”, Vasile Alecsandri University of Bacău
Printed by:
Editura Alma Mater”, Mărăsesti, 157, Bacău, România

Book – Jacket: Circulation:

Gheorghe BALINT (România): [email protected] 439 pages, 100 copies, 1st edition
Nicolae Lucian VOINEA (România): [email protected]

Book with follow the UNESCO ”Fit for Life” project, adopted during MINEPS VII in Baku 2023.
Book in cooperation with: "Vasile Alecsandri" University of Bacău (Romania)
and
Association for the Science of Physical and Sports Education (ASEFS) from Romania.

No part of this publication may be reproduced without the prior permission of the publisher.
Table of contents

Table of Contents

“Vasile Alecsandri” University of Bacău (UBc): ‘The University Close to You!’

Introduction 15

RESEARCHES

Motor Learning Proposal for School – Age Children. Basic Motor Skills
Implementation Project
Amalia Tinto - Marta Campanella - Giulia Ferriani 19

An Evidence-Based Model to Promote Quality of Physical Education: An

Experimental Study in Southern Italy
Domenico Monacis - Matteo Bibba - Giacomo Pascali 29

The Effectiveness and Development of the Different OMNI Rate of Perceived

Exertion Scales Among Healthy Children and Youths during Physical Activity
Govindasamy Balasekaran - Tou Nien Xiang - Ng Yew Cheo - Peggy Boey 39

Provision of Quality Physical Education Programme in the Context of

Management and Leadership Issues of Administrators
Eng Hoe Wee - Ngien Siong Chin 49

Quality Physical Education in Active School and the effects on the health
of mexican scholars
Antonio Eugenio Rivera-Cisneros - Manuel Guerrero-Zainos - Gabriel Alfredo Cortés
Alcalá - Aurelia Gutiérrez Ríos - Oscar Damián Ontiveros-Aréchiga Carrillo -
Fernando Avila-González - Felipe Homero Ballesteros Gómez - Marco Antonio
Ojeda Martínez 57

Subjective and Objective Assessment of Exercise Fatigue as a Determinant of

the Quality of School Physical Education
Michał Roman - Jolanta Grażyna Zuzda - Marcin Pasek 63

Age-and Gender-related Differences in Motor Educability During Adolescence

Beáta Ružbarská - Lenka Hnidková - Dalibor Dzugas
75
Trainee Teachers’ Situational Motivation, Motivational Climate and Mental
Well-Being in Physical Education
Ngien-Siong Chin - Boon-Sian Teo - Eng-Hoe Wee - Wahed Bujang 83

Motor Commitement Time and its Relationship with Body Mass Index in
San Luis Potosi Mexico, a Contribution to Quality Physical Education in
Active Schools
Manuel Guerrero Zainos - Antonio Eugenio Rivera Cisneros - Jose Francisco Mora
Nuñez - Norma Edith Ramírez Vázquez 93
Quality Physical Education in Active School and its Perspectives

Integration of Table Tennis into Physical Education Programs: Best Practices and
Recommendations for Active Schools: A Narrative Review
Linghong Liu - Garry Kuan 105

The Effects of Physical Education - Based Intervention Among Children and

Adolescents: A Mini Review of Reviews for The Last Five Years
Mengyuan Zhao - Garry Kuan - Kueh Yee Cheng 115

The Integration of Intelligent Devices as a Catalyst for Quality Physical

Education: Perspectives and Practices in Active Schools in China: A
Narrative Review
Qiao Beibei - Garry Kuan - Yee Cheng Kueh - Chen Jiaming 127

Innovation and Opportunities of Artificial Intelligence in University Sports

Education: A Review
Zhutang Liu - Jiarun Wu - Ke Zhou - Yishuai Wang - Qiwei Liao - Garry Kuan 137

Application of Ethnic Traditional Sports Games in Physical Education in China: A

Narrative Review
Yu Xiaoqian - Garry Kuan - Yee Cheng Kueh 149

Effect of Physical Exercise on Obesity Schoolchildren in Malaysia: A Review

Wan Zhen Lee - Muhammad Hafiz Hanafi - Yee Cheng Kueh - Garry Kuan 157

Attitudes Toward Physical Activity for Enhancing Physical Education in Primary

School in Sarawak
Hannah Fam Lee Ping - Garry Kuan - Chin Ngien Siong 167

Effects of Parental Supportive Behaviours on Moderate and High-Intensity Physical

Activity Among Adolescents in Yunnan, China
Zeng Linxian - Garry Kuan 0 Yee Cheng Kueh 175

The Importance of Compliance with International Physical Activity Criteria Versus

Cardiovascular Risk in Children During Physical Education Class
Teresa Melchor Moreno - José Guadalupe Montaño Corona - Antonio Eugenio
Rivera Cisneros - María Patricia Rodríguez Moreno – Karina Isabel Álvarez Delgado 187

Effectiveness of the Program of Kids’ Athletics Activities in Improving Some Motor

Skills of Children (6 - 7years)
Benzidane Houcine - Benbernou Othmane - Mokrani Djamel - Benkasd ali hadj Mohamed 195

Learning and Service in a Rural Context: Pattern of Breakfast Intake in Mapuche

and non-Mapuche Schoolchildren Belonging to the Physical Education Class of a
Commune in Araucanía, Chile
Claudia Machuca-Barría - Mauricio Cresp-Barría - José Fernández-Filho -
Pedro Delgado-Floody - Claudio Hernández-Mosqueira 203

Dance in a Public Educational Learning Context, Implications for Physical Activity

Levels, Anthropometric and Socio-Emotional Variables in ChileanSchoolchildren
Mauricio Cresp-Barria - Darly Rubilar - Javiera Gutierrez - Claudia Machuca-Barría - José
Fernández-Filho - Paula Roquetti 217
Researches

Integration of Table Tennis into Physical Education Programs:

Best Practices and Recommendations for Active Schools:
A Narrative Review

Linghong Liu - Garry Kuan

Exercise and Sports Science Program, School of Health Sciences,

Health Campus Universiti Sains Malaysia,
Malaysia

e-mail: [email protected]

Abstract
Table tennis is a popular sport that has found its way into physical education curricula due to its high
interest, weak resistance, not limited by physical conditions and the minimum equipment requirements,
has been integrated into primary schools, middle schools, universities, and many other school
institutions, with the aim to activate the school environment and improve students' sports skills.
However, the integration of table tennis in physical education programs, particularly in college and
university curricula, has only recently receive attention. As the popularity of table tennis continues to
grow, there remains a scarcity of empirical research focused on the effective implementation of these
educational programs in active schools. Therefore, this narrative review aims to provide physical
education educators, supervisors, school administrators, and policymakers responsible for promoting
physical activity with comprehensive insights into the execution and outcomes of incorporating table
tennis into college courses. It explores optimal strategies for integrating table tennis into active school
environments, delving into teaching methodologies, infrastructure considerations, teacher training, and
educational quality to address the challenges associated with implementing table tennis programs. The
review further seeks to elevate the standard of table tennis education within higher education settings,
with the overarching objective of nurturing top-tier table tennis talents.

Key words: Table Tennis Course, Active Schools, Practice, Recommendations

105
Quality Physical Education in Active School and its Perspectives

Introduction

Physical education plays a pivotal role in shaping the character of children and adolescents. In higher
education, physical education is not just a fundamental component but also contributes significantly to
the cultivation of high-quality human resources. University physical education programs serve as a
connecting point between school and social sports, acting as a catalyst for national fitness and the
advancement of national sports. University physical education teachers and supervisors have long sought
engaging physical education programs to enliven campus life for students.

Table tennis, with its simple equipment, widespread popularity, and minimal technical demands, aligns
well with the realm of university sports. Its benefits in enhancing participants' agility, coordination, and
reaction-time abilities, resonate with the contemporary needs of university students, making table tennis
programs an integral part of higher education in countries like China, Ukraine, and Russia (D’Anna et
al., 2019).

While table tennis programs are also present in kindergartens, elementary schools, and high schools,
their prevalence in colleges and universities surpasses that in lower educational levels (Gu et al., 2021;
Li, 2022), proving effective in promoting fitness and lifelong exercise for all. However, the rapid
implementation of table tennis programs in higher education institutions has outpaced the generation of
scientific research evidence, resulting in a gap between their integration and a comprehensive
understanding within active school environments.

The key challenges hindering the advancement of table tennis programs in active schools are as follows:
(1) Reliance on traditional classroom resources and fixed teaching methods. (2) Inadequate stadium
resources for construction and maintenance, which are comparatively underdeveloped in contrast to
more advanced countries. (3) Insufficient regular training opportunities for table tennis instructors.

This review aims to equip education leaders and physical education researchers with insights into the
best practices and recommendations for integrating table tennis into physical education classes within
active schools. The initial section explores the impact of incorporating table tennis into physical
education within physically active schools. The subsequent section outlines various educational models
for table tennis courses in colleges and universities. The third section looks into the current status of
table tennis program implementation and outlines the essential requirements for successful execution.
Following this, the review discusses the recommended pathway for enhancing table tennis teacher
training. Finally, recommendations are put forth to elevate the quality of table tennis education.

Methods

The articles included in this narrative review were identified through a systematic search using a
combination of relevant search terms including "table tennis course," "active schools," "practice,"
"recommendation," "college and university," "teaching method," "facility requirements," and "teacher
training" across databases including Science Direct, Web of Science, ProQuest, and Scopus. Following
an extensive search process, 261 studies were initially retrieved from these databases, and after
screening, seventeen studies were selected for inclusion in this present study. A flow chart illustrating
the screening process for selecting relevant studies is provided in Figure 1.

106
Researches

Figure 1. Process flow diagram from identification to inclusion of studies

In addition to database searches, a literature search was conducted using Google Scholar with the
aforementioned search terms. A snowballing technique was employed by examining highly cited articles
of interest and exploring related articles in their reference lists while assessing quality literature in the
authors' field. Titles and abstracts of articles were screened to exclude irrelevant ones. Given the
narrative nature of this review, a manual review of the reference lists of included articles and relevant
literature databases was carried out to identify any additional articles not captured through the initial
search process. Following an in-depth review of potential articles, discussions were held again with co-
authors to establish a comprehensive framework and review specific details for inclusion in the study.

Additional searches for pertinent literature were conducted to strengthen and provide supporting
evidence where required. As the integration of table tennis into physical education programs is an
established practice, referenced and discussed published articles were conducted again to evaluate the
practices and recommendations for the table tennis curriculum in active schools.

107
Quality Physical Education in Active School and its Perspectives

Results and Discussion

The Impact of Integrating Table Tennis into Physical Education Programs in Active Schools

Comprehensive education, which integrates physical activity with the academic curriculum, serves to
enhance the health and well-being of students in active school settings, fostering healthy lifestyles and a
culture of wellness among the youth. Table tennis, a health-focused recreational activity, is frequently
integrated into the physical education syllabus of higher education institutions. It is due to its adaptable
sports training, health benefits, and cost-effective nature, regular participation in table tennis not only
fosters interest among college students but also enhances their concentration, motor skills, social
interactions, and may even benefit individuals with conditions such as autism and mild psychiatric
disorders (Biernat et al., 2018). These attributes contribute to table tennis' widespread appeal.

Educational Model Strategies for Table Tennis Courses in College Physical Education

Flipped Classroom Teaching Model

The flipped classroom teaching approach represents a new teaching method that aims to optimise
classroom time for internalising knowledge. It disrupts the conventional "teacher teaching, student
learning" paradigm (Zhao & Kang, 2020). Given the practical nature of table tennis as a subject,
implementing a flipped classroom model in table tennis courses focuses on imparting knowledge and
skills to students through micro-videos, multimedia, and other information technologies prior to
classroom sessions. This approach aims to dispel the notion that students cannot learn table tennis
independently, fostering self-directed learning capabilities while embracing a student-centered
educational ethos. Although promoting active learning, teachers must remain vigilant in correcting and
guiding students to avoid pitfalls and erroneous practices during table tennis lessons.

MOOC+Flipped Classroom Teaching Model

The advent of Massive Open Online Courses (MOOCs) by prestigious institutions like Harvard
University, Massachusetts Institute of Technology, and Stanford University ushered in a new era of
online education that extended to China (Lu & Dong, 2021). Amidst the COVID-19 pandemic,
universities nationwide transitioned to online learning, advocating the "MOOC+Flipped Classroom"
teaching model across various physical education domains. MOOCs offer high-quality online resources
and learning platforms but lack the face-to-face interaction between teachers and students. The
effectiveness of MOOC-based instruction compared to traditional methods was validated through a pre-
course testing and assessment of teaching experiments on forehand attacks and backhand putts. (Xu &
Liang, 2023).

The blended learning approach involves three key stages: Front-end analysis, Activity and resource
design, and Teaching evaluation design. This inclusive design incorporates online and face-to-face
learning modalities, reinforcing skills transfer through a symbiotic relationship. Emphasizing the
importance of table tennis as a national sport in China, the blended learning model serves as an
innovative teaching strategy for sports education in colleges and universities.

Hierarchical Teaching Model

Hierarchical teaching within the context of a table tennis curriculum involves tailor-making the learning
process to accommodate students of varying skill levels, thereby enhancing the efficacy of table tennis
instruction and elevating the overall proficiency of students in the sport. This teaching model typically
categorizes students based on their individual skill levels, with distinct teaching objectives, content,

108
Researches

methods, and formats tailored to each level. An analysis conducted by some researchers highlighted
disparities in fundamental aspects such as basic stance, preparatory postures, serving, and receiving
postures among college students, underscoring significant variations in their foundational skills
(Iheanacho et al., 2013). In response to these findings has demonstrated positive teaching outcomes, it
is not without its shortcomings. For example, grouping students according to skill level may amplify
psychological stress for sensitive individuals, potentially hindering their motivation to learn. Additionally,
mutual learning and communication may be hindered by hierarchical groupings, limiting the overall
progress of the class. To maximise the benefits of stratified teaching in table tennis education, clear and
refined criteria for group assignment should be established, fostering a fair and equitable teaching
environment. Individual student needs should be prioritised, allowing for real-time adjustments to
teaching plans based on students’ learning conditions and psychological needs, thereby enhancing the
quality of teaching.

Microteaching Method

The Microteaching Method is distinguished by its clear objectives, small scale, utilisation of modern
audio-visual technology, and robust evaluation framework. The method's influence extended across the
United Kingdom and Europe before being introduced to Chinese education in the 1980s and 1990s.
However, the successful implementation of microteaching hinges on its alignment with real-world
teaching scenarios to effectively enhance and refine this pedagogical approach (He & Li, 2018).
The intricate and dynamic nature of teaching table tennis underscores the compatibility of the
microteaching method. Shifting the focus of table tennis from the competitive arena to the educational
setting emphasizes practicality in teaching. Particularly crucial when instructing adults who have entered
society, possessing diverse personalities, effective teaching methods, and pedagogical concepts assume
significance. Teachers must closely monitor students' practice levels, maintaining stringent quality
control over the teaching process. Central to successful instruction is the provision of timely feedback
and opportunities for reflection. Thereby facilitating the smooth progression of the teaching agenda.
While the integration of the microteaching method into college and university settings is a relatively
recent development, the introduction of table tennis courses in higher education institutes serves to
enhance teaching effectiveness, cater to individual learning variances, and foster positive teacher-student
relationships through objective and equitable assessments. This approach contributes to the cultivation
of a harmonious and vibrant classroom environment on university campuses.

“Mutual Aid” Teaching Model

The "Mutual Aid" teaching model adopts an interactive approach, emphasising effective collaboration
among all staff members and underlining the notion of student equality. It advocates for multilateral
interactions between teachers and students (Alomrani, 2020; Bender et al., 2021). This model
encompasses several key aspects: firstly, goal-setting, achievement methods, and goal alignment;
secondly, the teacher-student relationship as a foundation for joint efforts and mutual motivation
predicated on equality; thirdly, the construct of teaching environments that promote cooperative learning
experiences and student interests. Additionally, this teaching approach aims to harness the diverse
personalities and abilities within a team, leveraging complementary strengths and fostering a
collaborative brainstorming environment.
The evaluation perspective of the "Mutual Aid" model diverges from traditional ranking and scoring
systems, instead valuing individual progress within the collective framework, representing principles of
respect, fairness, and practicality (Michaelides et al., 2023). In a practical application of this teaching
method, a college elective table tennis course was offered. Results demonstrated a notable willingness
among the majority of students in the experimental group to engage in table tennis, with participation
levels rising to 75% after one year. This outcome underscores the model's efficacy in cultivating students'
physical prowess, communication skills, and cooperative consciousness, subsequently manifesting the
inherent educational value of physical education.

109
Quality Physical Education in Active School and its Perspectives

Facility Requirements for Successful Implementation of Table Tennis Programmes

Effective sports program implementation at university level necessitates adequate sports infrastructure,
underpinning the creation of an active and vibrant campus environment. Maintaining and regularly
updating sports equipment are key objectives in realizing a dynamic campus setting. As mandated by
Law Number 3 of 2005 on the National Sports System, Chapter XI Article 67 Verse 68, sports facility
standards encompass engineering, health, and safety criteria. Engineering standards encompass factors
such as size, form, and type, while health and safety standards dictate that sports facilities meet
predefined health and safety benchmarks (Dayanti et al., 2021).

Status of Facilities for Table Tennis Program Implementation

1. Lack of Table Tennis Courts: Insufficient indoor badminton courts, table tennis courts, judo
courts, etc., in Nigerian universities pose a significant obstacle to the regular physical activity
programs for students and staff, diminishing the quality of physical education instruction and
training and impeding the development of recreational aspects within universities (Iheanacho
et al., 2013).
2. Insufficient Venue Space: Limited space poses challenges in two aspects. Firstly, cramped table
tennis venues may lead to improper usage and possible damage to facilities. Secondly, outdoor
placement of table tennis tables, often found in inadequate conditions, poses risks to athlete
safety, including accidents, injuries, and infections (Dayanti et al., 2021).
3. Inadequate Maintenance: A study by Asiyai (2012) highlighted widespread damage to school
facilities, indicating inadequate maintenance practices resulting from equipment overuse and
deferred maintenance (Asiyai, 2012).
4. Limited Awareness of Facility Maintenance: Instances of equipment mishandling, such as
placing rackets on the ground and improper table usage, underscore the need for heightened
vigilance and awareness to ensure proper sports facility upkeep and preservation within
educational settings.

Requirements for Successful Implementation of Table Tennis Programs

Igbanugo (1999) showed the guidelines and principles for facility planning to ensure robust decision-
making processes and comprehensive facility management. The guidelines advocate the involvement of
diverse sports professionals and specialized personnel in the planning and management of sporting
facilities. Emphasizing foresight in facility planning is crucial to prevent inadequacies arising from
burgeoning populations, thus safeguarding against the facilities becoming insufficient over time.
Furthermore, engaging verified professionals in the planning, construction, and maintenance processes
is essential for effective facility management.

To ensure the successful implementation of a table tennis program, the following steps should be taken:
1. Government Funding: Government entities should allocate sufficient funds to educational
institutions for the procurement of table tennis tables and equipment, as well as enhance
infrastructure to support daily physical activities for college students.
2. Standardisation of Facilities: Tailoring training environments to meet the needs of table tennis
professionals necessitates perfecting and standardizing training venues, lighting, and
equipment.
3. Rational Procurement and Evaluation: Educational planners and policymakers should ensure
that facility procurement aligns with investment in management and maintenance practices.
Regular attention and evaluation are imperative to sustain facility usability and user safety.

110
Researches

Neglecting maintenance and repairs can significantly diminish equipment lifespan.

4. Cultivation of Facility Maintenance Awareness: Fostering a culture of maintaining public
facilities is paramount, engaging school administrators, teachers, and students in caring for and
preserving shared facilities.

Teacher Training for Table Tennis Instruction in Active School Environments

An active campus environment not only fosters the healthy growth of the sports training sector but also
plays a crucial role in developing the teaching skills of educators in colleges and universities. In most
higher education institutions, there are two categories of table tennis teachers: those instructing table
tennis majors responsible for coaching teams for competitions, and those teaching general sports table
tennis classes with varying professional backgrounds. The current table tennis coaching program serves
as an upskilling initiative for table tennis majors in sports-oriented colleges and universities, enabling
students to acquire the qualifications of table tennis coaches (Chen et al., 2023). The course curriculum,
aligned with the National Sports Coach Certificate Examination content, enhances students' specialized
expertise, increasing their readiness for table tennis coaching examinations. As such, school-based table
tennis teachers also have the opportunity to enroll in this program.

Presently, there exists a noticeable age disparity among table tennis teachers in higher education settings.
Some instructors around the age of 45 years old, lack formal training in table tennis from a young age
but they exhibit proficiency in teaching management and boast substantial teaching experience, making
them competent to deliver public table tennis courses. To bridge any skill gaps, these teachers can benefit
from specialized coaching courses focusing on the nuances of table tennis instruction, enabling them to
enhance teaching clarity and course objectives alignment. This approach enhances the overall
professional competence of table tennis instructors in colleges and universities.

Moreover, it is advisable for college table tennis coaches to delve into team-building principles and group
dynamics to amplify sports training processes. By guiding athletes on effective communication (including
leadership qualities), relationship building, decision-making, problem-solving skills, collaborative skills,
and managing setbacks, coaches can optimize players' training experiences and equip them with the
practical tools necessary for success on the playing field. This comprehensive approach ensures that
players systematically apply their training insights within competitive team environments.

Recommendations for Enhancing the Quality of Table Tennis Education.

In addition to the modern teaching models previously discussed that can enhance the effectiveness and
engagement of table tennis lessons, the adequacy of both quantity and quality of infrastructure is pivotal
for facilitating high-quality teaching sessions. Moreover, teacher training programs designed to align with
personal qualities and professional competencies are essential to ensure educators engage in teaching
with a positive disposition and enthusiasm.

Furthermore, practical teaching enhancements can offer students a deeper insight into table tennis, a
sport known for its practical nature. This can be achieved through engaging students in tournaments
where they take on various roles such as players and referees, club training sessions, and organized
training camps (Pritchard et al., 2008; Zhan et al., 2012).

In doing so, students can actively participate in different capacities, gaining firsthand experience,
continuously honing their skills, boosting confidence, and developing teamwork abilities. By upholding
a student-centered teaching philosophy and prioritizing human-centric approaches, these measures
contribute to promoting a quality physical education program.

111
Quality Physical Education in Active School and its Perspectives

Conclusions

Based on the current assessment of physical education table tennis, several recommendations have
been put forth for optimizing school environments and advancing development. By prioritising new
teaching methodologies, emphasising the role of professional educators, and ensuring the provision of
comprehensive sports facilities, the focus is on nurturing students’ self-directed learning capabilities
and collaborative spirit. Enhancing students’ technical proficiency in table tennis is paramount to
elevating the quality of table tennis education, ultimately fostering a harmonious and dynamic campus
classroom environment.

References

Alomrani, L. F. S. (2020). The level of university of Tabuk faculty members’ practice of participatory
action research skills to improve teaching practices. The Arab Journal for Quality Assurance in Higher
Education, 13(46), 1–30.
Asiyai, R. I. (2012). Assessing school facilities in public secondary schools in Delta State, Nigeria. African
Research Review, 6(2), 192-205.
Bender, K., Littman, D. M., Dunbar, A. Z., Boyett, M., Milligan, T., Santarella, M., & Becker-Hafnor,
T. (2021). Emergent media scan of digital mutual aid organizing during the COVID-19
pandemic. Journal of Community Practice, 29(3), 280–298.
Biernat, E., Buchholtz, S., & Krzepota, J. (2018). Eye on the Ball: Table Tennis as a Pro-Health Form
of Leisure-Time Physical Activity. International Journal of Environmental Research and Public
Health.15(4), 738.
Chen, Y., Kumara, E. K., & Sivakumar, V. (2021). Invesitigation of finance industry on risk awareness
model and digital economic growth. Annals of Operations Research, 1-22.
D’Anna, C., Forte, P., & Paloma, F. G. (2019). Physical education status in European school’s
curriculum, extension of educational offer and planning. Journal of Human Sport and Exercise,
14(4proc), 805.
Dayanti, J., Sumaryanto, S., & Nanda, F. A. (2021). Implementation of physical, sports, and health
education facilities. Jurnal Keolahragaan, 9(1), 26-34.
Gu, Y., Chen, Y., Ma, J., Ren, Z., Li, H., & Kim, H. (2021). The influence of a table tennis physical
activity program on the gross motor development of Chinese preschoolers of different sexes.
International Journal of Environmental Research and Public Health, 18(5), 2627.
He, J., & Li, J. (2018). Study on the Application of Microteaching Method in the Popularization of
Sports Table Tennis in Colleges and Universities in Southwest China. 23–26.
Iheanacho, S. B. C., Ikpeme, E. E., & Saba, M. I. (2013). An assessment on provision of recreational
facilities in Nigerian Universities in the 21 st century. Journal of public Administration and Governance,
3(1), 95-101.
Lu, J., & Dong, X. The Theoretical Construction and Practical Exploration of the Teaching Mode of"
MOOC+ Flipped Class" of Table Tennis in General Colleges and Universities.
Li, Y. (2022). Research on the quality evaluation system of table tennis special classroom teaching for
sports majors in colleges and universities. Curriculum and Teaching Methodology, 5(3), 11-18.
Michaelides, C., & Pavlidou, F. N. (2020). Mutual aid among sensors: An emergency function for sensor
networks. IEEE Sensors Letters, 4(9), 1-4.
Pritchard, T., Hawkins, A., Wiegand, R., & Metzler, J. N. (2008). Effects of two instructional
approaches on skill development, knowledge, and game performance. Measurement in Physical

112
Researches

Education and Exercise Science, 12(4), 219–236.

Xu, S., & Liang, L. (2023). The Evaluation of Table Tennis Teaching Effect in Colleges and Universities
Based on MOOC Technology in the Development Process of Smart City.
Zhan, P., Ward, P., Li, W., Sutherland, S., & Goodway, J. (2012). Effects of play practice on teaching
table tennis skills. Journal of Teaching in Physical Education, 31(1), 71–85.
Zhao, D., & Kang, H. L. (2020). Practice exploration of flipping classroom in table tennis club in the
informatization age. Procedia Computer Science, 166, 175–179.

113
View publication stats