Different Effects of Live Demonstration and Video Demonstration Learning Models on the Performance of the Tennis Service Biomechanics Review from Eye-Hand Coordination

This study aims to determine: (1) The difference in the effect of live demonstration and video demonstration exercise models on the biomechanics performance of court tennis service, (2) Differences in the performance of tennis service biomechanics between players who have high and low eye-hand coordination, (3) Effect of interaction between exercise model and eye-hand coordination on the performance of tennis service biomechanics. This study used an experimental method with a 2 x 2 factorial design. The population in this study were all 12 players of the male KKO SMPN 1 Surakarta. The sampling technique used is saturated sampling, the size of the sample taken is 12 players. The data analysis technique in this study used ANOVA. Before being tested with ANOVA, first using the prerequisite test of data analysis with sample normality test (Lilliefors test with = 0.05 %) and homogeneity test of variance (Bartlett test with = 0.05 %). Based on the results of the study, it can be concluded as follows: (1) there is a difference in the effect of live demonstration and video demonstration exercise models on the performance of tennis service biomechanics. The effect of the live demonstration exercise model is better than the video demonstration exercise model, (2) there are differences in the biomechanics performance of court tennis service between players who have high and low eye-hand coordination. The biomechanics performance of court tennis services on players who have high eye-hand coordination is better than players who have low eye-hand coordination, (3) there is an interaction between training models and eye-hand coordination on the biomechanics performance of court tennis services. Players who have high eye-hand coordination are more suitable if given a live demonstration exercise model. Players who have low eye-hand coordination are more suitable if given a video demonstration exercise model.

‘Time to Be an Academic Influencer’

This paper explores how Peer-to-Peer learning can level-up students' understanding of computer-aided design (CAD) with Autodesk Auto- CAD programme for Interior Design Year 1 students. As students come from different knowledge backgrounds, they approach the module with different understanding levels, with the weaker students unable to follow the live demonstration tutorials. A peer tutoring assignment using a student-led peer-to-peer learning pedagogy, was introduced to advance students' understanding and internalise content better by reinforcing their learning. Each group has an equal proportion of students with different levels of knowledge and capabilities, and each group member conducted self-research on a topic segment, shared their knowledge and findings within their group, and thereafter curated a 15-minute lecture and facilitation workshop for peers. Tutors provided consultation and mediation, encouraging students’ participation. The assignment’s results showed that the peer-to-peer learning approach efficaciously empowered students and motivated learning, enabling them to be self-directed learners.