Multidisciplinary correlates of table tennis participation in children: a concept mapping study.

Background: Table tennis engages a combination of motor, cognitive, and psychosocial skills, demanding quick decision-making, precise coordination, and interpersonal interaction. This study explored the relationship between participation in table tennis training and improvements in children's motor abilities, cognitive development, and psychological resilience.

Methods: A total of 312 children (156 boys, 156 girls), aged 8-14 years, participated in a 12-month structured table tennis program. Motor performance was evaluated via agility drills, simple reaction time, and hand-eye coordination tasks. Cognitive outcomes were assessed using the Stroop Test and the Wisconsin Card Sorting Test (WCST). Psychosocial indicators encompassed self-efficacy, peer interactions, and perceived stress. Structural equation modeling (SEM) was employed to examine hypothesized direct and indirect associations among these domains.

Results: Longer training duration was significantly associated with improved reaction time (r = -0.42, p < 0.001), agility (r = -0.38, p < 0.001), and hand-eye coordination (r = 0.46, p < 0.001). WCST errors (r = -0.38, p < 0.001) and Stroop response time (r = -0.42, p < 0.001) decreased. Self-efficacy (r = 0.41, p < 0.001) and social competence (r = 0.42, p < 0.001) increased, while perceived stress (r = -0.39, p < 0.001) and antisocial behavior (r = -0.43, p < 0.001) declined. Structural equation modeling revealed significant associations among motor, cognitive, and psychosocial outcomes.

Conclusion: The findings indicate that structured table tennis training is associated with enhancements in motor coordination, executive functioning, and psychosocial well-being. These results highlight its potential value as an effective component of school-based developmental programs.