Table Tennis in Physical Education: Teachers’ Perceptions of Health-Related Aspects in School-Age Children

TL;DR

This study explores how often table tennis is used in primary school PE classes and how teachers' perceptions influence its adoption.

Contribution

The study identifies factors influencing table tennis implementation in PE and highlights its perceived benefits for student engagement and inclusivity.

Findings

Only 11.7% of teachers reported using table tennis in PE classes.

Table tennis use is strongly associated with perceptions of lower injury risk and higher educational value.

Teachers with more experience are more likely to use table tennis in PE.

Abstract

Table tennis (TT) is recognized for its accessibility, adaptability, and health benefits, making it suitable for physical education (PE). This study aimed to investigate the prevalence of TT implementation in primary school PE classes and explored associations with teacher characteristics and perceptions regarding injury risk, safety, inclusivity for students with disabilities or special educational needs, student engagement, and the educational value in PE curricula. A cross-sectional survey was conducted among 393 Spanish primary school PE teachers who completed the validated Racket Sports Attitude Scale (RSAS). Associations between teacher characteristics and TT use were tested using Pearson’s Chi-square, with effect sizes reported as Cramer’s V, Phi, and Somers’ D for ordinal variables. Additional analyses examined links between TT adoption and perceptions of injury risk, inclusivity, safety for pupils, ability to enhance engagement, and its educational value in PE. Only 11.7% of teachers reported using TT in PE classes. Implementation rates were not significantly different by sex but were associated with age (χ2 = 27.2, p < 0.001, Somers’ D = 0.071) and teaching experience (χ2 = 30.0, p < 0.001, Somers’ D = 0.099). TT use showed strong associations with perceptions of lower injury risk (Cramer’s V = 0.707), suitability for students with disabilities (0.712), special educational needs (0.715), safety (0.707), engagement (0.712), and educational value (0.716) (p < 0.001). Despite positive perceptions, TT is underutilized in PE curricula.

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