<![CDATA[Acquiring fine motor skills in physical education poses a pedagogical challenge, as traditional teacher-centered instruction often fails to provide individual kinesthetic feedback, while peer-tutoring risks transmitting erroneous movement habits. This study evaluated the efficacy of the Jigsaw cooperative learning model integrated with a structured biomechanical scaffolding protocol to improve backhand short serve performance in badminton among tenth-grade vocational high school students (N = 21). Utilizing Kemmis and McTaggart’s Classroom Action Research (CAR) framework across two cycles, motor skill acquisition was measured via a validated 12-point psychomotor rubric (Aiken’s V = 0.88; inter-rater Cohen’s κ = 0.85). Quantitative analysis revealed significant progressive gains in psychomotor execution: baseline mean score was 57.62 ± 5.82 (10% mastery), increasing to 74.52 ± 4.20 (38% mastery) in Cycle I, and achieving 86.43 ± 3.82 (100% mastery) in Cycle II. Non-parametric repeated measures confirmed significant longitudinal performance gains (Friedman χ² (2) = 42.00, p < 0.001), with post-hoc Wilcoxon signed-rank tests demonstrating substantial improvement from baseline to Cycle II (Z = -4.021, p < 0.001, Cohen’s d = 5.86; average N-Gain = 0.68, moderate-to-high effect). Biomechanical task-card deconstruction and teacher quality control effectively facilitated kinetic feedback and reduced execution anxiety. Structured peer-dependence serves as a robust pedagogical bridge between cooperative cognition and motor skill mastery.]]>
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