Study of the synergistic effect of analogical and explicit learning in beginning junior tennis players

Motor skill learning is a field where implicit and explicit synergistic learning is particularly evident in authentic situations. While current research on analogical learning, an effective method of implicit learning, is largely focused on theoretical discussions and separability studies, there are relatively few studies that combine analogical learning with explicit learning. In this study, a one-way experimental design was utilized to investigate the synergistic effect of analogical learning and explicit learning on the acquisition of forehand hitting skills in beginning tennis players. A total of thirty-nine children aged 6-8 years were randomly assigned to different groups: one group learned through analogical learning after explicit learning, another group learned through analogical learning followed by explicit learning, and the final group learned through alternating analogical and explicit learning. The performance of each group was evaluated based on retention and transfer tests, measuring batting accuracy, action scores, and number of knowledge mastery. The results showed that the group that underwent analogical learning followed by explicit learning performed better compared to the other two groups. These findings provide theoretical support and practical guidance for the learning of tennis skills of children beginners and the teaching of coaches.