With the significant evolution of digital techniques, applications of multimedia to diabolo tutoring and performances are escalating. Technologies are extensively utilised in classrooms and on stages. The more knowledge and techniques about multimedia one can get, the better effects and feedback will come up for diabolo presentations.

Tsai (2004) employed the experimental method to investigate effects of instructional media on diabolo learning in a primary school. Students from two classes were chosen as the “experimental group” and “control group,” and the pre-test as well as post-test by Likert’s 5-point scale were also undertaken for the purpose of contrast. During diabolo tutoring, the experimental group was requested to watch a diabolo demonstration film additionally while the control group was merely with verbal tutoring. Finding indicated that the experimental group demonstrated better understanding of the tutoring details.

Similarly, Shih (2011) tested the effects from e-learning of school students by way of the instructions, texts, photos, and films provided on the self-designed tutoring website by school teachers. Tested variables including gender, sports performance, academic achievements, and BMI (Body Mass Index) were conducted in the study. Finding revealed that students with better sports performance, academic achievements, and body BMI seemed to have better acceptability on e-learning while the gender and motivation for conventional or e-learning were indifferent.

Tu (2019) analysed the application of multimedia animation designs to a diabolo stage play and the study was more like a technical project dealing with the practical procedure and settings. Plots of the play was derived from the well-known legend “Journey to the West”(西遊記) and produced by Chi Shan Performing Arts Studio (赤山表演藝術坊). Technical settings were discussed respectively including stage scenery, background projection, lighting, storyboard, image matting and relevant digital applications. Aims of this study were as following: 1. to discuss the actual process of projection animations on stage, 2. to analyse the effects of lighting and projection on animations, 3. to discover further ideas or insights from the process of making projection animations.

In summary

  1. Body movements are able to be adjusted and improved from video recording as images are available to be presented repeatedly for reviewing details.
  2. Multimedia application to digital or online tutoring is surely helpful to students, however it won’t be able to totally replace the face to face tutoring.
  3. Online platforms are beneficial to students, coaches and school teachers for sharing a variety of experiences. Social media also plays an important role for escalating students’ engagement in diabolo in the digital age in terms of the accessibility and timeliness.
  4. Applications of multimedia and technologies to the diabolo presentations including tutoring and performances will be predictably increasing and extensively utilized.

(Photo source: by courtesy of Artistic Director, Chi Shan Performing Arts Studio (赤山表演藝術坊藝 術總監.林奇姿)


  1. Tsai, Y.C. (2004). Effects of instructional media on sport learning – study of diabolo tutoring in a primary school, unpublished master’s thesis, National Taiwan Sport University, Taiwan
  2. Shih, C.S. (2011). Research on e-learning in folk sports tutoring – case study on diabolo tutoring in a primary school of Changhua county, unpublished master’s thesis, National Yunlin University of Science and Technology, Taiwan
  3. Tu, K.L. (2019). The application of multimedia animation designs to a stage play, unpublished master’s thesis, Southern Taiwan University of Science and Technology, Taiwan

About the author:
Mark Tsai/ PhD in Communication, University of Canberra, Australia. He won the championship title from Australian Diabolo Tournament and is currently working at Medicare Australia.

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