An Analysis of the Social Adaptation Process of Multicultural Adolescents through Participation in Tennis Activities

Objectives The purpose of this study is to explore and analyze the emotional, social, and cognitive changes experienced by multicultural adolescents through their participation in tennis activities as part of their social adaptation process. Methods The study selected 15 multicultural adolescents and 10 parents who participated in a tennis program conducted in the Chungcheong region. In-depth interviews were conducted using a semi-structured, open-ended questionnaire. The collected data were analyzed through inductive category analysis, and the reliability of the analysis was ensured through member checking and peer debriefing. Results A total of 297 responses were collected and categorized into three major thematic domains. First, the domain of emotional stability accounted for 44.5% (132 responses) of the total, comprising subdomains such as improvement in emotional regulation (17.5%), experience of stress relief (15.2%), and induction of positive emotions (11.8%). Second, the domain of relationship formation and sense of belonging represented 32.3% (96 responses), including subcategories such as expansion of peer interaction (13.8%), enhancement of communication skills (10.1%), and development of belongingness and intimacy (8.4%). Third, the domain of self-awareness transformation made up 33.2% (99 responses), with major subdomains including enhancement of self-efficacy (11.8%), experience of autonomy (8.8%), positive identity formation (6.7%), and awareness of responsibility and rule compliance (6.1%). Conclusions This study empirically confirms that tennis activities, beyond serving as mere physical exercise, can function as an effective form of informal education that meaningfully contributes to emotional regulation, the strengthening of social relationships, and self-awareness and personal growth among multicultural adolescents.