The effect of virtual reality-supported table tennis training on the sportive and psychosocial skills of children in state care

Objective This study examined the effects of virtual reality (VR)-supported table tennis training on sport-specific skills and psychosocial development in children under state care. Method A total of 16 children (aged 10–14 years) were randomly assigned to an experimental group (n = 8), which received VR-supported table tennis training alongside traditional training, or a control group (n = 8), which received only traditional training. Pretest-posttest measures included sport-specific skills (forehand, backhand, alternating hits, and service) and social skills. Results There were significant improvements in forehand, backhand, and alternating hits in the experimental group compared with those in the control group. Service performance improved over time in both groups, but no significant group differences were observed. Additionally, social skill scores increased in the experimental group but declined in the control group. Conclusion The findings suggest that VR-supported table tennis training enhances motor skill acquisition and positively impacts psychosocial development, providing a multidimensional, immersive learning environment for children under state care.