From reducing cognitive load to sustaining participation: psychological mechanisms, evidence, and stage-matched pedagogy for university tennis beginners

Jing Wang, Paramasivam Muthusamy

Open source

DOI: 10.3389/fpsyg.2026.1940031
Published: 2026-10-16
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1940031,
  title = {From reducing cognitive load to sustaining participation: psychological mechanisms, evidence, and stage-matched pedagogy for university tennis beginners},
  author = {Jing Wang and Paramasivam Muthusamy},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1940031},
  url = {https://doi.org/10.3389/fpsyg.2026.1940031}
}

RIS

TY  - JOUR
TI  - From reducing cognitive load to sustaining participation: psychological mechanisms, evidence, and stage-matched pedagogy for university tennis beginners
AU  - Jing Wang
AU  - Paramasivam Muthusamy
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1940031
UR  - https://doi.org/10.3389/fpsyg.2026.1940031
ER  -

APA

Wang, J., & Muthusamy, P. (2026). From reducing cognitive load to sustaining participation: psychological mechanisms, evidence, and stage-matched pedagogy for university tennis beginners. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1940031

Source records

crossref · retrieved 2026-11-05T14:15:11.899Z