Chow Jia Yi

Preferred name
Chow Jia Yi
Email
jiayi.chow@nie.edu.sg
Department
Office of Teacher Education (OTE)
Physical Education & Sports Science (PESS)
Personal Site(s)
ORCID

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Now showing 1 - 10 of 52
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    Publication
    Open Access
    Dynamics of movement patterning in learning a discrete multiarticular action
    (2008)
    Chow, Jia Yi 
    ;
    Davids, Keith
    ;
    Button, Chris
    ;
    Rein, Robert
    From a nonlinear dynamics perspective, presence of movement variability before a change in preferred movement patterns is hypothesized to afford the necessary adaptability and flexibility for seeking novel functional behaviors. In this study, four novice participants practiced a discrete multiarticular movement for 12 sessions over 4 weeks. Cluster analysis procedures revealed how changes between preferred movement patterns were affected with and without the presence of variability in movement clusters before a defined change. Performance improved in all participants as a function of practice. Participants typically showed evidence of change between preferred movement clusters and higher variability in the use of movement clusters within a session. However, increasing variability in movement clusters was not always accompanied by transition from one preferred movement cluster to another. In summary, it was observed that intentional and informational constraints play an important role in influencing the specific pathway of change for individual learners as they search for new preferred movement patterns.
      230  494
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    Publication
    Open Access
    Falls, cognitive function, and balance profiles of Singapore communitydwelling elderly Individuals: Key risk factors
    (2017)
    Woo, Mei Teng
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    Davids, Keith
    ;
    Liukkonen, Jarmo
    ;
    Chow, Jia Yi 
    ;
    Jaakkola, Timo
    Objective: This study compared occurrence of falls, cognitive function, and balance profiles across participants in elderly age categories, investigating associations between the 3 aspects in a sample of Singapore’s elderly population. Method: Community dwelling elderly individuals (N=385) were randomly recruited and grouped into “young-old (65-74 years),” “medium-old (75-84 years),” and “oldest-old (above 85 years)” groups. The Fallproof Health and Activity questionnaire, adapted Mini-Mental State Examination (MMSE), and Berg Balance Scale (BBS) tests were used to survey information related to falls, cognition, and balance profiles. Results: Findings revealed significant differences in MMSE and BBS scores across the age groups. Participants with mild cognitive impairment (odds ratio [OR] = 1.87, 95% confidence interval [CI] = 1.08-3.25) and BBS score ≤ 40 (OR = 0.25, 95% CI=0.14-0.46) were at the highest risk of falling. Conclusion: Community-dwelling elderly individuals with subtle cognitive impairment and BBS scores ≤ 40 displayed an increased risk of falling.
      358  1633
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    Publication
    Open Access
    CoVAAPD for enhancing teacher professional development in physical education.
    (National Institute of Education (Singapore), 2021)
    Koh, Elizabeth 
    ;
    Jonathan, Christin
    ;
    Phan, Joanna Swee Lee
    ;
    Tay, Siu Hua
    ;
    Chian, Zason Lit Khoon 
    ;
    Chow, Jia Yi 
      129  77
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    Publication
    Open Access
    An investigation of nonlinear pedagogy and its application in Singapore schools
    (2014)
    Chow, Jia Yi 
    ;
    Tan, Clara Wee Keat
    ;
    Lee, Miriam Chang Yi
    ;
    Button, Chris
    Nonlinear pedagogy (NP) approach encourages exploratory learning with Physical Education (PE) teachers, applying key pedagogical principles that focus on manipulating task constraints and creating representative learning designs to enhance skill-learning. This research project showed that students taught with an NP approach demonstrated more individualized and creative movement solutions to learn a motor skill and, despite the reduced emphasis on prescriptive instruction and drill, still achieved success. Importantly, these students also showed more effective game play characteristics after a series of PE lessons based on NP principles. Interview data from students and teachers provided insights on their positive perception of NP and its potential impact on teacher education and professional development.
      445  330
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    Publication
    Restricted
    Development and use of a web-based Collaborative Video Annotation and Analytics Environment to enhance blended teacher professional development (CoVAAPD) in physical education
    (Office of Education Research, National Institute of Education, Singapore, 2024)
    Koh Ruilin, Elizabeth 
    ;
    Jonathan, Christin
    ;
    Phan, Joanna Swee Lee
    ;
    Tay, Siu Hua
    ;
    Chian, Zason Lit Khoon
    ;
    Chow Jia Yi 
    ;
    Tan, Jennifer Pei-Ling
    ;
    Martens, Melanie Ann

    The Collaborative Video Annotation and Analytics Environment for Teacher Professional Development (CoVAAPD) project is a collaboration between National Institute of Education, Physical Education and Sports Teacher Academy (PESTA), and Educational Technology Division (ETD), Ministry of Education (MOE), to develop, implement and evaluate a web-based collaborative video annotation and analytics environment to enhance blended teacher professional development (PD) in Physical Education (PE). CoVAAPD was based on a prior evidence-based ICT innovation, an NRF-funded eduLab project, CoVAA, where teachers were involved in experimenting with the use of video annotation tools to improve learning and teaching in secondary schools. CoVAAPD leverages and augments CoVAA with substantial customisation for teacher PD.

    Typically, PE teachers engage in face-to-face discussions about lesson design and enactment with MOE officers from PESTA. Even more infrequent is the involvement of other PE teachers due to the inability to meet because of their hectic schedules. CoVAAPD expands opportunities to enrich the interaction and discourse, enabling collaborative blended professional learning for the PE teacher community. Teachers can learn from each other, and dialogue anywhere and anytime from posted video resources (e.g., of a teacher’s lesson). Teachers can make time-point based annotations, and within their professional learning community, share annotations, review peer annotations, and view/receive mentor feedback. Additionally, mentors can embed purposefully designed pedagogical scaffolds/tags to engage teachers in richer practitioner dialogue and social knowledge construction to refine and improve their design and enactment of PE lessons. Powerful learning analytics modules (based on pre-specified pedagogical tags) are integrated to enable teachers and mentors to continuously monitor professional learning progress to enhance and augment face-to-face lesson observation feedback and practitioner reflection activities.

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    Publication
    Unknown
    Nonlinear pedagogy and its relevance for the new PE curriculum.
    (National Institute of Education (Singapore), 2019)
    Chow, Jia Yi 
    ;
    Teo-Koh, Sock Miang
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    Tan, Clara Wee Keat
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    Tan, Benjamin Su-Jim
    ;
    Button, Chris
    ;
    Meerhoff, Rens
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    Manu Kapur
    ;
    Choo, Corliss Zhi Yi
  • Thumbnail Image
    Publication
    Unknown
    Mindfulness, movement control, and attentional focus strategies: Effects of mindfulness on a postural balance task
    (2012)
    Kee, Ying Hwa 
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    Chatzisarantis, Nikos
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    Kong, Pui Wah 
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    Chow, Jia Yi 
    ;
    Chen, Lung Hung
    We examined whether the momentary induction of state mindfulness benefited subsequent balance performance, taking into consideration the effects of dispositional mindfulness. We also tested whether our mindfulness induction, grounded in sustaining moment-to-moment attention, influenced the attentional focus strategies that were adopted by the participants during the balancing task. Balance performance was ascertained based on approximate entropy(ApEn) of the center of pressure (COP) data. The study involved 32 males (age: M = 22.8, SD= 1.94) who were randomly assigned to the mindfulness or control group. Using difference in pretest to posttest performance based on the medio-lateral movements as the dependent variable, the test for interaction showed that the mindfulness induction was more effective for participants with higher dispositional mindfulness. Participants who underwent mindfulness induction also reported greater use of external focus strategies than those in the control group. Results suggest that momentary mindful attention could benefit balance performance and affect the use of attentional focus strategies during movement control.
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    Publication
    Unknown
    Nonlinear pedagogy and its relevance for the new PE curriculum
    (Office of Education Research, National Institute of Education, Singapore, 2020)
    Chow, Jia Yi 
    ;
    Teo-Koh, Sock Miang
    ;
    Tan, Clara Wee Keat
    ;
    Button, Chris
    ;
    Tan, Benjamin Su-Jim
    ;
    Manu Kapur
    ;
    Meerhoff, Rens
    ;
    Choo, Corliss Zhi Yi
    Increasingly, school teachers see the need to recognize the complex and dynamic interactions that occur between the individual, task and environmental constraints during learning. Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach to encourage exploratory learning amongst children that is learner-centred and exploratory in nature. This approach is in contrast to a more traditional form of Linear Pedagogy (LP) that is teacher-centred and emphasises repetition in practices to promote movement form consistency in enhancing the acquisition of movement skills. Primarily, NP involves teachers identifying and manipulating constraints on learning to facilitate the emergence of goal-directed behaviours in children (Chow et al., 2016; Davids et al., 2008). Other key pedagogical principles relating to representativeness, awareness of focus of attention instructions, task simplification and the functional role of noise can help learners to develop 21st century competencies (Chow et al., 2016). Given growing concerns that physical inactivity could represent the biggest threat to global health in the 21st century, it is vital that children receive a high quality of education to develop their health and wellbeing.
      649  399
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  • Thumbnail Image
    Publication
    Open Access
    An analysis of activity structures in physical education classes
    (2010)
    Tan, Steven Kwang San 
    ;
    Chow, Jia Yi 
    ;
    Lim, Carol Boon San
    In the past 2 decades, major progress in understanding the relationship between physical education (PE) instructional processes and learning outcomes had been made. Improved observational methods for assessing instructional processes and the use of this information to better understand the teaching and learning context have contributed to this knowledge. However, the general quality of Singapore school PE instruction is relatively unknown due to a relative paucity of research in this area. The development and use of an appropriate observation protocol for use in a PE lesson context can help record one or more instructional processes pertinent to PE in a school setting. The purpose of this study was to provide an analysis of activity structures in PE classes across the different grade levels. Data for this study were drawn primarily from 35 videotaped PE lessons across 8 schools in 19 content areas. The presentation will provide insights to the different activity structures most commonly observed in the different PE grade settings. Furthermore, opportunities for students to achieve the different objectives of PE as indicated in the PE curriculum will also be highlighted, together with recommendations to support the teaching and learning of PE in schools.
      179  140