شقایق ذکری

The present study aimed to examine the effect of practice variability with a differential learning approach on the acquisition of forehand table tennis skills in female players. For this purpose, ۲۶ female participants aged ۹–۱۲ years from a sports club in Qazvin were selected for the study and participated in training sessions and tests. In the first group, training was conducted based on the differential learning approach with ۱۳ participants, while the control group received traditional training with ۱۳ participants. A forehand test was recorded as a pre-test for both groups. Then, the training protocol was implemented over eight sessions, followed by a post-test in which their forehand scores were recorded. To assess the normal distribution of research data, the Kolmogorov-Smirnov test was used. The effect of each training approach (traditional vs. differential learning) was examined using an analysis of covariance (ANCOVA) for between-group comparisons. A paired t-test was conducted within each group to confirm the occurrence of learning. Data analysis was performed using    (version ۲۲) at a significance level of ۰.۰۵. The results showed that linear training had a significant effect on the forehand skill of female table tennis players (P < ۰.۰۵). Differential training also had a significant effect on their forehand skill (P < ۰.۰۵). Moreover, a significant difference was observed between linear and differential training methods in their impact on the forehand skill of female players (P < ۰.۰۵). The findings of this study indicate that both linear and differential training methods had a notable impact on the forehand skill of female table tennis players. However, the differential learning method demonstrated a greater effect. Based on these results, it is recommended that coaches and instructors incorporate differential learning for table tennis skill training, particularly for forehand technique. Alternatively, they may consider integrating both linear and nonlinear methods into their training programs.