Relationship between Ball Control, Footwork and Table Tennis

Performance of College Students

A. M. Bandi Utama

, Amat Komari

, Raden Sunardianta

, Agus Susworo Dwi Marhaendro

Faculty of Sports Science, Universitas Negeri Yogyakarta, Kolombo Street, Yogyakarta, Indonesia

Keywords: Ball Control, Footwork, Table Tennis, College Student.

Abstract: The aims of this study are to investigate (1) the relationship ball control and performance of table tennis, (2)

the footwork and performance of table tennis, (3) the ball control and footwork with performance of table

tennis. The participants were 25 female and 48 male college students at the fourth semester from PJKR

Study Program students who took tennis courses. The research instruments were ball control tests, footwork

tests, and match competition results. Pearson`s correlation coefficient (r); zero order and partial, multiple

correlation coefficients (R) and regression (F) were used to draw conclusions and to test the prerequisites

for normality and linearity. The results show that (1) significant relationship ball control and performance

table tennis for female at zero order correlation coefficient (r = .380 sig = .031) but not significant (r = .376

t= 1.903 sig= .070; F= 3.873 sig= .061) and not significant for male (r= .125 sig= .199; r= .140 t= .947 sig=

.349; F= .726 sig= .398), (2) No significant relationship footwork and performance of table tennis for

female (r= .145 sig= .244; r= .134 t= .634 sig= .532; F= .497 sig= .488) and male (r= -.044 sig= .344; r= -

.077 t= -.519 sig= .606; F= .088 sig= .768), (3) and no significant relationship ball control and footwork

with performance of table tennis for female (R= .399 F= 2.088 sig= .148) and male (R= .146 F= .492 sig=

.615). The motor ability can`t prediction the performance of table tennis for beginner level. Tactical

approach more based than technical approach for basic beginner level. The decision making and skill

execution should be main object in performance of sport.

1 INTRODUCTION

Table tennis is a sport that is already popular in the

society, which is much favored by the public as

leisure time sport, sports to get achievements and for

educational sports. The table tennis game is a

racquet sport that is popular in the world and the

number of participant ranks second (Larry Hodges,

1996). The possibility of playing table tennis is

popular because this game requires relatively

inexpensive facilities and infrastructure, as the time

and place are relatively short and narrow. The

playing field is only a table surface with an area of

approximately 5 m

and requires a terrain or an area

of approximately 50 square meters. Hence, it does

not require a large space and the table can be placed

indoors or outdoors such as in classrooms, halls,

offices, or in the office yard, school or home.

Besides, the equipment is relatively inexpensive and

easily available. It merely needs a racket and ball

which have affordable prices. This game can also be

played anytime, anywhere, and by anyone, in the

sense that it can be played in the morning until night,

inside or outside the room, by children or adults,

men or women, with varied objectives (recreation,

achievement, or education).

Table tennis game is guided by technical,

physical and psychological principles. The technical

principle means that in table tennis, it is necessary to

master various types of techniques such as gripping

techniques, ball control, punches, and legs that are

displayed in games. The physical principle means

that table tennis requires good physical conditions

such as speed, strength, agility, endurance,

flexibility, balance, accuracy, and fitness to always

be ready to maintain the game. The psychological

principle in table tennis game is intended requires

psychological elements such as intelligence,

emotion, motivation, perception, pleasure,

excitement, enthusiasm, and sportsmanship in

playing table tennis.

Good players are the one who able to understand

game techniques and able to apply them in matches

according to the applicable regulations. The

360

Utama, A., Komari, A., Sunardianta, R. and Marhaendro, A.

Relationship between Ball Control, Footwork and Table Tennis Performance of College Students.

DOI: 10.5220/0009786503600365

In Proceedings of the 3rd Yogyakarta Inter national Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 360-365

ISBN: 978-989-758-457-2

technique includes: 1) grip, 2) stance, 3) stroke and

4) foot work. The mastery of these techniques

requires regular, measurable and continuous training

in the guidance of the right trainer or sports teacher.

Having the right mastery of technique, someone will

be a reliable table tennis player (Damiri and

Kusnaedi, 1992).

The table tennis game also requires excellent

physical support, because playing the game requires

a fast, precise and high intensity motion. This is due

to the demands of the equipment and facilities used.

They are a table with a relatively narrow surface

area of ± 5 m

with a high reflective power to the

ball, a racket/ bat made of rubber coated wood that

has a fast reflecting power to the ball, a relatively

low net, and a ball made of material that has strong

reflective strength inside relatively small spherical

shape. Thus, it requires excellent physicality so that

the players can adjust to the nature of the tools and

facilities. In this case, the physical factors are the

nervous system, agility, speed, strength, endurance,

explosive power, accuracy, flexibility, precision and

awareness of motion. The most actual theoretical

performance analysis techniques in table tennis are:

performance indices, simulative approaches,

momentum analysis, footwork analysis, and finally

an approach which uses top expert knowledge for a

comprehensive technical-tactical analysis. (Michael

Fuchs, Ruizhi Liu, Ivan Malagoli Lanzoni, Goran

Munivrana, Gunter Straub, Sho Tamaki, 2018).

When beginner level table tennis players want to

master the technique well, they need to master the

technique of touching, bounce, and balancing first of

the ball. These exercises need to be studied in

advance so that the player is able to control the ball

correctly. Besides that, a good physical condition is

needed. The coaches need to do a survey on

anthropometric measures, physical performance, and

motor coordination skills, so that it can be used to

talent scouting (Robertson, K., Pion, J., Mostaert,

M., Wazir, MRWN., Kramer, T., and Faber, IR.,

2018). Developing the ball control in table tennis is

probably the most essential skil. It refers to the

ability to return the ball during the game.

In a table tennis game, technical and physical

abilities are very necessary to win the game. Having

good technique and good physical ability, they will

be able to deal with the challenges in table tennis

easily. In this case, the ability to control the ball and

to hit with various techniques is expected to be able

to contribute the performance of table tennis.

The table tennis sport for PJKR students is the

elective courses taken in the even semester. In the

current semester, many PJKR students take this

course. From the lecture attendance data, it is known

that 48 students took this course. The table tennis

courses provide the students the theory and practice

so that they can master the table tennis game. In

theory, the students are expected to be able to

understand the nature of table tennis, history, tools

and facilities, techniques, tactics, game and match

rules, the holding of table tennis matches and the

refereeing. While through practices, it is expected

that the students are able to play both single and

double table tennis with basic techniques and tactics,

as well as being able to host matches and to be a

referee correctly.

In fact, most students who take this course did

not know and were not skilled in table tennis so that

they can be categorized as beginner level. Thus, the

learning started from the basics, like the technique of

grip, punches, and foot exercises. Ball control

techniques were carried out at the beginning of the

lecture in a table tennis game so that the students

were able to master the bat and the nature of the ball.

By mastering the ability to control the ball, students

will be able to master the next level of technique

easily, especially in hitting the ball. In table tennis,

this hitting technique is important because by

acquiring the technique a, table tennis player will get

chance to win a match. The problems that arise in

this lecture were the ability to control the ball and hit

various balls. In this case, the ability to control the

ball well and the ability to hit the ball properly will

have a positive impact on playing table tennis. Since

the significant relation between the ability to control

ball and the ability to hit the ball in a table tennis

game in physical education college students was not

known empirically, the researchers were interested

in conducting research on the relation between ball

control and footwork with performance of table

tennis for physical education college students.

2 METHODS

2.1 Participants

There were 25 female and 48 male college students

from physical education program, faculty of sport

science Universitas Negeri Yogyakarta as the

participants. They took table tennis class and

volunteered in this study. The participants were from

a range of outfield playing positions and were

involved in regular trainings and matches.

Relationship between Ball Control, Footwork and Table Tennis Performance of College Students

361

2.2 Ball Control Test

The ball control test was modified from Short Wall-

Volley Test for racquetball skill (Lacy and Hastad,

2007) with bet and table tennis ball. The participant

stood behind the line (1.37 meters from wall),

dropped the ball, and stoke it against the front wall

(up than .76 meters from floor) and floor for 30

seconds. The students stood while holding the table

tennis ball in one hand and bet in the other hand

behind the line. To begin, the student dropped a ball

and volleyed it against the front wall as many times

as possible in 30 seconds. All legal hits must be hit

in the air after rebounding from the front wall and

after bouncing the floor. Many bouncing the floor

were illegal hits. Any stroke (forehand and

backhand) might be used to keep the ball pay. The

student might step into the front line to retrieve the

ball that fail to return the past the line but they must

return behind the line for the next stroke. The score

was derived by counting the number of times to the

ball legally strikes the wall within 30 seconds. The

tester might be located either inside the court or in

an adjacent viewing area. The 30-second count

should be commenced when the student droped the

ball.

2.3 Footwork Test

The footwork test used was the Edgren 10 second

side step test. That test will help assess the ability to

move with precision and speed (Reiman and

Manske, 2009). The equipment of test was a flat,

non-slip floor, with line markings or cones (masking

tape can be used), a tape measure, and a stopwatch.

The pre-test was conducted in some steps. First, the

researchers explained the test procedures to the

subject. Second, the researchers performed screening

of health risks and obtained the informed consent.

Third, the researchers prepared forms and recorded

basic information such as age, height, body weight,

gender, test conditions. Fourth, the researchers

measured and mark out the test area. The last, the

researchers performed an appropriate warm-up. See

more details of pre-test procedures. As the test setup,

five cones or lines were placed in a line, three feet

apart (12 feet total between the two outside cones).

The following is the test procedure: (1) the starting

position was at the center cone, facing forward with

feet straddling the center line; (2) at the command

‘go’, the participant sidestepped to the right until

their right foot touched or crossed the outside cone

or tape mark; (3) the participant then sidestepped to

the left until their left foot touched or crossed the left

outside cone or tape mark. The participant

sidestepped back and forth to the outside cones as

rapidly as possible for 10 seconds. The scoring test

procedure is as follows : (1) counted the number of

cones/lines crossed; (2) would deducted a point if

the far end lines were not reached, if they failed to

keep their trunk and feet pointed forward at all

times, or crossed the legs. The best results of three

trails must be recorded.

2.4 Table Tennis Performance

The performance table tennis was measured using

real games, in which each participant played nine

games for male college students and five games for

female college students. The game that they played

was only one set with score of 11. The game stopped

after one participant got score of 11. The

performance score of table tennis was overall

obtained by all games that they played.

2.5 Statistic Analysis

The results were presented as mean (M) and

standard deviation (SD). The Kolmogorov-Smirnov

(K-S) test was used to check the distribution of

variables. Pearson`s correlation coefficient (r) both

zero order and partial, and multiple correlation

coefficient (R) were used to determine the

relationship between ball control, footwork and

performance of table tennis. Magnitude effect for the

correlations was based on the following scale by

Hopkins; trivial: < .10; small: .10- .29; moderate:

.30- .49; large: .50- .69; very large: .70- .89; nearly

perfect: > .90 (Nimphius, McGuigan, and Newton,

2010). Regression (F) was used to determine the

contribution ball control, footwork and performance

of table tennis. A level of sig ≤ .05 was used as the

criterion for statistical significance.

3 RESULTS AND DISCUSSIONS

3.1 Results

Table I shows that male college students are better

than female on ball control (M= 22.85 and 19.44)

and footwork (38.00 and 34.04). All variables for the

male and female college students are in normal

distribution ((K-S= .83- .168 and sig= .072- .200).

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

362

Table 1: Mean (±SD) and normality data.

iable M

(

±SD

)

Ran

-S

(

Female (n = 25)

Ball Control 19.44 (± 4.053) 12

–

29 .168 (.072)

Footwor

34.04

(

± 4.420

)

–

42 .129

(

.200

)

Performance 39.52 (±10.786) 19

–

55 .107 (.200)

Male (n = 48)

Ball Control 22.85

(

± 3.364

)

–

30 .101

(

.200

)

Footwor

38.00 (± 4.552) 29

–

48 .121 (.074)

Performance 80.19 (±12.189) 45

–

99 .083 (.200)

Table 2 shows significant zero order coefficient

correlation between ball control and performance

table tennis for female (r= .380; sig= .031) and not

significant for male (r= .125; sig= .199). There is not

any significant partial coefficient correlation

between footwork and performance of table tennis

for female (r= .376; t= 1.903; sig= .70) and for male

(r= .140; t= .947; sig= .349). there is not any

significant zero order coefficient correlation between

footwork and performance of table tennis for female

(r= .145; sig= .244) and for male (r= -.044, sig=

.334). There is not any significant partial coefficient

correlation between footwork and performance of

table tennis for female (r= .134; t=.634; sig= .244)

and for male (r= -.077; t= -.519; sig= .606).

The relationship between ball control and

performance of table tennis was moderate for female

and small for male. The relationship between

footwork and performance of table tennis was

moderate for female and small for male. The

relationship between ball control, footwork and

performance of table tennis was small for female

and trivial for male.

Table 2: Correlation and regression.

Variable

(sig.)

Zero

Order

(

)

Partial

t (sig.)

Female

Ball Control

.380

(.031)*

.376

1.903 (0.70)

3.873

(.061)

Footwork

.145

(.244)

.134

.634 (.532)

.497

(.488)

Ball Control

& Footwor

.399

2.088

(

.148

)

Male

Ball Control

.125

(.199)

.140

.947 (.349)

.726

(.398)

Footwork

-.044

(

.334

)

-.077

-.519

(

.606

)

.088

(

.768

)

Ball Control

& Footwor

.146

.492

(

.615

)

*Significant

There is not any significant multiple coefficient

correlation and regression ball control and footwork

for performance of table tennis for female (R= .399;

F= 2.088; sig= .148) and male (R= .146; F= .492;

sig= .615). There is not any significant regression

ball control for performance of table tennis for

female (F= 3.873; sig= .061) and male (F= .726;

sig= .398). There is not any significant regression

footwork for performance of table tennis for female

(F= .497; sig= .488) and male (F= .088; sig= .768).

Table 3 shows coefficient correlation and

contribution. The contribution of ball control to

playing table tennis is simple at 1.56% and 14.44%,

with footwork control at 1.96% and 14.14% in

college and university students. This shows that the

contribution of ball control by controlling footwork

increased in male students and decreased in female

students. While the contribution of footwork in table

tennis game was simple at .19% and 2.10%, with

ball control as much as .59% and 1.80% for college

and university students. This shows that the

contribution of footwork by controlling ball control

increased in students and decreased in college

students.

From the contribution obtained by the addition

of the ability to play table tennis, the addition of the

contribution of ball control variables for male

students was .57% and for female students was

1.48%. While the addition of the contribution of

footwork variables for male students were 1.94%

and for female students was 13.82%. An additional

contribution was made to the ball control and

footwork variables. The footwork variable is greater

when added to the ball control variable than vice

versa, both in the student and student groups. This

illustrates that the ball control variable has more

influence on footwork.

Table 3: Correlation and contribution.

Relationship with

Table tennis performance

Correlation Contribution

Male

Ball Control .125 1.56 %

Ball Control

–

(

Footwork

)

.140 .,96 %

Footwor

-.044 .19 %

Footwork

–

(Ball Control) -.077 .59 %

Ball Control & Footwor

.146 2.13 %

Female

Ball Control .380 14.44 %

Ball Control

–

(

Footwork

)

.376 14.14 %

Footwor

.145 2.10 %

Footwork

–

(Ball Control) .134 1.80 %

Ball Control & Footwor

.399 15.92 %

Relationship between Ball Control, Footwork and Table Tennis Performance of College Students

363

Table 4 shows the relative and effective

contribution. The contribution (relative and

effective) ball control variable (83.88% and 1.80%)

is greater than the footwork variable (16.12% and

0.34%) in the student group. Likewise, the

contribution of students (relative and effective) to

the ball control variable (88.67% and 14.14%) was

greater than the footwork variable (11.33% and

1.81%).

Table 4: Relative and effective contribution.

Predictor Variable

Relative Effective

Male

Ball Control 0,125 83,88 % 1,80 %

Footwor

-0,044 16,12 % 0,34 %

Total 100,00 % 2,14 %

Female

Ball Control 0,380 88,67 % 14,14 %

Footwor

0,145 11,33 % 1,81 %

Total 100,00 % 15,95 %

3.2 Discussions

The ability of ball control and footwork for male

were better than female. In general, almost all

physical elements and biomotor male were better

than female. In athletic sports, as mothers of all

sports, the track record of male athletes was always

faster, stronger, far and high than female athletes. In

the field of tennis, male athletes had to play three

sets for a victory, while female athletes only played

two sets. In the volleyball game, male athletes must

use a net as high as 144 centimeters, while female

athletes only used 142-centimeter net. Table tennis

game will not have male athletes against the

females, except in mixed doubles. This illustrates

that male athletes were indeed considered to have an

advantage compared to female athletes.

The ability of ball control and footwork did not

show a significant relationship and was unable to

contribute significantly to the performance of table

tennis. There was not any relationship between the

factors of body combination and basic futsal skills

(Kooshaki, Nikbakht, and Habibi, 2014). The

components of motor skills were not able to provide

accurate predictions for beginner level table tennis

players. The motor ability factor is only a foundation

for mastering certain sports skills, including table

tennis. After that, technical skills must be mastered

first before the tactical skills. Good motor skills only

provide opportunities for mastering broader or better

technical and tactical skills, but are not

automatically able to master them as it depended on

their talents and potential. Even with the mastery of

better technical and tactical skills, they are able to

excel in playing table tennis even though they only

have poor motor skills.

Age can be a determining factor in technique

capacity, both general and specific (Garcia, Navarro,

Grande, Ignatova, and Sampedro, 2010). Among

athletes, age is not the actual age, but over the age

used to practice mastering the sport. Considering

that they have the same talent and potential, then

someone who starts training at a smaller age, with

the same practice, will acquire higher the level of

skill. The students of physical education study

program, as the participants did not have a relatively

similar age, but they know table tennis in a variety

of ways. Some of them know the game since they

were a child and there are also students were new to

the game. Thus, the participants who had a diversity

of knowing table tennis did not describe that the

results of the skills of playing table tennis as a result

of the course. Therefore, the selection of physical

education study program students as beginners was

not accurate, it would be better if the selection of

participants in a table tennis association had

restrictions at a young age.

In table tennis, players may hit be ball randomly

towards either side of the table, creating a great

degree of uncertainty in the opponent who does not

know this information in advance, so swift

movement and quick decisions which are taken in

split seconds are essential in table tennis success

(Toriola, Toriola, and Igbokwe, 2004). There is a

variable between physical and motoric abilities with

the sport performance. It is the mastery of how to

play. Thus, the tactic approach is very much

continued to be given in learning. The tactical

approach is more important than the technical

approach at the basic level. After they are able to

master the specific techniques tactically, the students

at the beginner level are able to master the skills to

play table tennis more fully.

4 CONCLUSIONS

The ball control and footwork of the male college

students were better than the female ones. In this

case, there was not any significant relationship

between those elements and there was not any

estimation regarding the performance of table tennis

game. The physical education students were not at

the level of table tennis athletes. There were many

intervening variables between the physical and

motoric abilities with the performance of table

tennis, thus the tactic approach needs to be equipped

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

364

in the learning. The tactic approach takes precedence

over learning sports games in general and net games

specifically for students with diverse backgrounds.

Assessment of playing tactic mastery is also more

considered in addition to the assessment of mastery

of the technique. The next conclusion is that the

tactical approach is more important than the

technical approach at the basic level. After they are

able to master the specific techniques tactically, the

students at the beginner level are able to master the

skills to play table tennis more fully.

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