Kee, Ying Hwa

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.

The use of information and communications technology in physical activity intervention programmes has been found to be effective in some instances. We conducted a field study to examine the changes to activity level and psychological consequences of incorporating social network interactions into physical activity intervention programme using the self-determination theory framework. Sixty-two students from a local university in Singapore were allocated into four groups comprising a control group, a 3 hours physical activity intervention group, a 3 hours physical activity intervention group linked via Facebook, and a 1 hour physical exercise intervention group linked via Facebook. Measures on the level of physical activity, perceived autonomy, competency, relatedness, enjoyment and vitality were taken before and after the intervention programme. Repeated ANOVA and MANOVA analyses were conducted. The results showed that participants in the two groups with the 3 hours physical activity intervention reported a significant increase in the level of physical activity level compared to participants in other groups. Although the use of social network sites did not have any material effect on the physical intervention programmes, it enhanced competence and enjoyment in the activity. This suggests that the use of social network sites in physical activity intervention programmes yielded some positive psychological effects but the maximization of benefits need to be studied further.

Short-term forecasting of performance in football is crucial in week-to-week decision making. The current study presented novel contributions regarding the considerations that should be accounted for in the prediction of match actions performed in competitive matches. First, the study examined whether the quantity and recency of training data used to build a prediction model significantly influenced predictive accuracy. Three prediction models were built with the exponential moving weighted average (EMWA) method, each differing in the quantity of training data used (three, five, and seven preceding match days). Next, the study examined if contextual constraints, such as type of match action being predicted, playing position, or player age, significantly influenced predictive accuracy. Match action data from players in the top five European leagues were collected from the 2014/2015 to the 2019/2020 seasons. The model trained using less but more recent data (three preceding match days) demonstrated the greatest accuracy. Next, within the offensive and defensive phases, match actions differed significantly in predictive accuracy. Lastly, significant differences were found in prediction accuracy between playing positions, whereby actions associated with the primary task of the playing position were more accurately predicted. These findings suggest that in the forecasting of individual match actions, practitioners should seek to train the prediction model using more recent data, instead of including as much data as possible. Furthermore, contextual constraints such as the type of action and playing position of the player must be keenly considered.

The capacity for random movement production is known to be limited in humans (e.g., Newell, Deutsch, & Morrison, 2000). We examined the effects of a brief mindfulness induction on random movement production because there are useful implications for variability in solving movement-related problems. The main task involved randomly clicking the 9 boxes in a 3 × 3 grid presented on a computer screen for five minutes. We characterized the sequence of clicking in terms of degrees of randomness, or periodicity, based on the fit, or probability, of the experimental data with its best fitting Bayesian network (4-click memory nodes) using the Markov chain Monte Carlo (MCMC) approach. Sixty-three participants were randomly assigned to either the experimental or the control condition. Mixed design repeated-measures ANOVA results show that the short mindfulness induction had a positive effect on the randomness of the sequence subsequently produced. This finding suggests that mindfulness may be a suitable strategy for increasing random movement behavior.

The purpose of the present study was to examine and compare Singaporean physical education teachers’ attitudes towards information and communication technologies in physical education across different demographic groups that included gender, age, teaching experience, and school level. A total of 422 Singaporean full-time physical education teachers (mean age = 38.47 years, standard deviation = 8.31) completed the Physical Education Teachers’ Subjective Theories Questionnaire to assess their perspectives towards the integration of information and communication technologies into physical education teaching practice. Mann–Whitney U and Kruskal–Wallis H tests were conducted to examine the differences in participants’ attitudes across different demographic groups. Results revealed that attitudes towards information and communication technologies significantly differed between teachers of different gender, age, and teaching experience. However, no significant difference was found in attitudes towards information and communication technologies among teachers of different school levels. The findings of this study can inform policy-makers and stakeholders with an interest in promoting the integration of information and communication technologies in physical education.

Given the need to alleviate sleep problems confronting athletes, the present experiment, conducted as much as possible in a naturalistic fashion that mimics daily life, seeks to examine whether a brief mindfulness induction immediately prior to sleep following night training can improve athletes' sleep. A sample of university athletes (n = 80) was recruited and 63 of them were eligible to participate in this experiment. They were then randomly assigned into experimental group (n = 32) and control group (n = 31). Following night training and just prior to sleep, those in the experimental group received a self-administered brief 6-min mindfulness induction via a video clip, whereas the control group participants viewed a similar 6-min video devoid of mindfulness induction passively. Questionnaire-based measures of training intensity, pre-sleep arousal, state mindfulness, and sleep diary (i.e., level of rest, sleep duration, and overall sleep quality) were administered. Results showed that brief mindfulness induction reduced pre-sleep arousal, and improved level of rest and overall sleep quality, but not sleep duration. Pre-sleep arousal was also found to be a partial mediator in the relationship between the brief mindfulness induction and reported level of rest during sleep. These findings suggest that the brief mindfulness induction may be an effective approach for decreasing pre-sleep arousal and improving sleep quality after night training among athletes.

The study sought to evaluate a custom intervention programme, informed by the Theory of Planned Behaviour, which aimed to help youth athletes reduce their problematic mobile phone use. A hybrid mixed-methods design was employed in this study, involving a one-group pretest–posttest design and a mixed-methods multiple case study design. 23 Singaporean youth athletes (aged 13–19 years) participated in the intervention programme, and were assessed at pre, post, and follow-up timepoints for their objective and subjective measures of mobile phone use. After the intervention programme had concluded, a smaller sample of eight participants were selected to participate in semi-structured interviews to get their views and feedback on the intervention programme. The results showed that while there were no significant differences in the objective measures of mobile phone use (i.e., duration and frequency) between the timepoints, there was a significant reduction in the subjective measure (i.e., SAS-SV) of problematic mobile phone use in both post and follow-up timepoints. This was supported by the multiple case study analysis, which found that participants were able to implement the various strategies that were taught during the intervention programme, and that those strategies were able to help them reduce their level of problematic mobile phone use. Overall, participant feedback for the intervention programme was positive, with participants stating that it was fun, interactive, relatable, and informative. There were still some barriers that prevented participants from reducing their problematic mobile phone use, and suggestions were given on how to improve the intervention programme in future.