Author(s): TSAI, P.J.1, TSAI, C.L.1,2, SHAW, F.Z.1, Institution: NATIONAL CHENG KUNG UNIVERSITY, Country: TAIWAN, Abstract-ID: 704

Introduction
Spin recognition is an essential skill in table tennis, but many novice players struggle to judge spin, which limits their learning progress and performance. This study aimed to examine whether video-based training with real-time error feedback could enhance spin recognition accuracy and reaction time.
Methods
Sixty-eight participants were randomly assigned to a video-training (VT) group (n = 34) or a control (Ctrl) group (n = 34). Videos of table tennis serves (topspin and backspin) were collected from six right-hand professional coaches and their spins were verified by two professional coaches. The assessment was designed by the 2x2 metric (group: VT and Ctrl; time: pre and post). All participants completed a pre-test of 100 spin recognition trials. Both groups received standard instruction on spin recognition; the VT group additionally received 10 video training sessions (totaling 200 trials) interacted with immediate error feedback for one hour within a single day. After one week, both groups completed a post-test with 100 different trials.
Results
The VT group showed significantly progressive increases of the accuracy and reduction of reaction time (RT) throughout 10 sessions. The results of spin recognition showed significant differences in both the time factor and the time/group interaction. Both groups had no significant differences in accuracy and RT of the pre-test. Both groups displayed significantly higher accuracy and shorter RT in the post-test compared to those of the pre-test. Additionally, the VT group demonstrated significantly higher accuracy and shorter RT than the Ctrl group in the post-test.
Discussion
This study showed that both the VT and Ctrl groups exhibited significant improvements in accuracy and RT reduction at the post-test, confirming that standard instruction contributes to perceptual enhancement. However, adding video-based intervention in the teaching course proved to be more effective than standard instruction alone in improvements of both accuracy and RT during the post-test. This finding indicates that the one-hour video training with immediate error feedback accelerates perceptual adaptation more efficiently than traditional teaching methods. Therefore, integrating short-term video-assisted interventions into educational curricula appears to be a feasible and effective strategy for enhancing perceptual-cognitive skill in table tennis players.