Social support, training facilities, and learning motivation in practical sport courses: evidence from undergraduate tennis education in Indonesia, Соціальна підтримка, тренувальні бази та мотивація до навчання на практичних заняттях зі спорту: дані з бакалаврської програми з тенісу в Індонезії

<jats:p>Background and Purpose Learning motivation is a critical determinant of academic engagement and performance in practical sport-based courses. In tennis instruction, students are required to integrate technical mastery, physical endurance, and consistent practice. Although social support and adequate training facilities are assumed to enhance motivation, empirical findings remain inconsistent, particularly in higher education sport contexts. This study aimed to examine the relationships between social support and training facilities with learning motivation among undergraduate students enrolled in a tennis course in Indonesia. Materials and Methods: A quantitative correlational design with a cross-sectional approach was employed. The participants consisted of 155 undergraduate students selected through total sampling. Data were collected using structured questionnaires measuring social support (12 items), training facilities (14 items), and learning motivation (10 items). All instruments met validity criteria (r-count &gt; 0.159) and demonstrated satisfactory reliability (Cronbach’s Alpha: social support = 0.721; training facilities = 0.859; learning motivation = 0.711). Data were analyzed using Pearson correlation and multiple linear regression at a significance level of α = 0.05. Results The findings revealed weak positive but non-significant correlations between social support and learning motivation (r = 0.089; p = 0.271) and between training facilities and learning motivation (r = 0.079; p = 0.329). Multiple regression analysis also indicated that social support (β = 0.074; p = 0.379) and training facilities (β = 0.060; p = 0.474) did not significantly predict learning motivation. Conclusions Although social support and training facilities were positively associated with learning motivation, their contributions were not statistically significant. Learning motivation in practical sport courses appears to be influenced more strongly by internal psychological factors than by external environmental conditions alone.</jats:p>