Case studies of various handicap systems for skilled players in classes of university table tennis curriculum

Abstract

    There is a lack of research on methods of enjoying sports competition between a novice and veteran players, using systems other than the point handicap method. Other methods might allow greater pleasure between a novlce and veteran. If both players are allowed to enjoy the sport. Such players do not compete for a championship. The game is only played for fun until the players reach their hypothetical pleasurable goal. The point handicap method does not effectively reduce the skill gap.

    In the available literature, the only relevant article was Amdt's round table tennis (1987). When looking for prototypes in oriental games, we were able to find examples in the traditional Japanese games ‘IGO’ and ‘SHOGI’ which have traditionally incorporated such strategies.

    In this study, we investigated three hypothetical handicapping systems for table tennis in three university-curriculum classes. These systems were described in detail in previous reports.

    Methods : Students gave informed consent to participate in the study. They all had interest in developing some new handicap system. Within each class, the students had determined their own ranking in the class. Then they chose their opponents from among their classmates. In choosing an opponent, the student was requested to select a classmate whose ranking-disparity was more than ten ranks above or below their own rank.

    The handicap systems are following;

1.  A 1/2Court (1/2C) which is a 50% reduction in the court was given to a lower-ranked player as an advantage.

2.  A 50% Racket (50% R) which is a 50% reduction in racket size was given to a higher-ranked player as a handicap.

3.  A 40% Racket (40% R) which is a 40% reduction in racket size was given to a higher-ranked player as a handicap.

4.  A combination of 1/2C and 50% R which was made by combining the miniaturized court and the miniaturized racket.

5.  A combination of 1/2C and 40% R which was made by combining the court and the 40% R.

    A normal game was played for control. Then the winner played each experimental handicapped player (HP) using a series of five handicapped methods from first to fifth in turn. The player opposing the HP became the advantaged player (AP). Two other classes also participated in this experimental curriculum, in which students' year and playing ability differed slightly.

    Results & Discussion: Within the control game of all three classes, pairs of HP & AP were separated into four groups by the scores obtained. The groups were based on point difference; Diff. was from 2 to 5 points (Slight disparity), Diff. was from 6 to 10 (Minor disparity), Diff. was from 11 to 15 (Moderate disparity), Diff. was from 16 to 19 (Severe disparity).

    The a series of five handicapped methods most affected the HP with Slight disparity, whose points were decreased significantly. However, the AP with Slight disparity, whose points reached twenty-one upper limit. Also the a series of five handicapped methods increasingly affected the AP with Moderate disparity and Severe disparity. At the same disparity levels, HP did not decrease their points immediately by the series of five handicap methods.

    Thus it appeared that the a series of five handicapped methods was available for classes of university table tennis curriculum.