ArticleInternational journal of qualitative studies on health and well-being2026
A positive autoethnographic study of learning and growth in a beginner tennis player in Korea.
Article in International journal of qualitative studies on health and well-being, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
purposeThe objective of this study was to explore the value of learning and growth experiences of a Korean beginner tennis player from a positive psychology perspective. Given that tennis in Korea is predominantly learned through clubs, this study explored the culture of Korean tennis clubs.
methodsThe author's tennis participation experiences were examined using a positive autoethnographic and positive psychological perspective, focusing on values such as growth, resilience, expectation, and hope. To this end, tennis journals and self-recall questionnaires were collected as data from the author, and they were analysed using domain analysis and taxonomic analysis methods proposed by Spradley.
resultThree key themes were identified. First, I experienced "new challenges and learning" through practicing basic movement skills and strategies and forming bonds with others. Second, I gained 'growth and competence' through experiences of active communication and resilience. Third, I experienced the 'value of growth through reflection and introspection' by having faith in improving my tennis skills, reflecting on the use of skills and strategies, and setting new challenges and change strategies.
conclusionThis study demonstrates that personal growth, psychological resilience, and positive relationships are central to beginner tennis learning. The development of technical and tactical skills supported both physical and cognitive development, while encouragement from peers and the coach contributed to self-concept formation, emotional regulation, and increased motivation. These experiences expanded tennis into an activity that enhances overall well-being and provided teacher educators with insights into overcoming challenges, fostering empathy, and promoting relationship-centred learning. The study underscores the importance of relationship-building within club environments and highlights the need for further research on positive learning factors.
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