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Kee Ying Hwa
Preferred name
Kee Ying Hwa
Email
yinghwa.kee@nie.edu.sg
Department
Office of Graduate Studies and Professional Learning (GPL)
Physical Education & Sports Science (PESS)
ORCID
47 results
Now showing 1 - 10 of 47
- PublicationOpen AccessFactors influencing teachers’ use of motivational strategies in the classroom.(National Institute of Education (Singapore), 2019)
; ; ; ; Reeve, Johnmarshall126 91 - PublicationOpen AccessPhysiological workload, musculoskeletal injuries and dysfunctions amongst physical education teachers in Singapore schools—A prospective investigation.(National Institute of Education (Singapore), 2020)
; ; Muhammad Ridhuan Johari130 148 - PublicationOpen AccessMindfulness in schools: Global research on child outcomes and local perceptions, practices, and needs(National Institute of Education (Singapore), 2022)
; ;Li, Chunxiao; 110 96 - PublicationOpen AccessThe use of information communication and technologies tools to maximise students' learning in physical education in Singapore schools(Office of Education Research, National Institute of Education, Singapore, 2020)
; ; ; Camire, MartinWith the Ministry of Education’s (MOE) focus on using ICT in resourceful and innovative ways to improve teaching and learning (MOE, 2014), PE teachers should be trained and equipped with strategies to create environments where students are given more autonomy to decide ‘what’ to learn and ‘how’ to learn, according to students’ ability to use Information Communication and Technologies (ICT). For example, making available e-learning materials related to the lesson before and after the class affords students opportunities to learn more readily on their own than when these materials are absent. Using video recording to provide visual and verbal feedback from the teacher or among peers for skill performance during a lesson is just one of many ways ICT can be used to maximise students’ learning and develop the affective, psychomotor, and cognitive domains set out in the PE syllabus. The advantages of providing students with opportunities to harness ICT can be directly beneficial for skills acquisition and indirectly for honing life skills.201 113 - PublicationOpen AccessMindfulness, movement control, and attentional focus strategies: Effects of mindfulness on a postural balance task(2012)
; ;Chatzisarantis, Nikos; ; Chen, Lung HungWe 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.755 2280 - PublicationOpen AccessThe use of information communication and technologies tools to maximize students’ learning in physical education in Singapore schools.(National Institute of Education (Singapore), 2019)
; ; ; Camire, Martin104 250 - PublicationOpen AccessEffect of brief mindfulness induction on university athletes’ sleep quality following night training(2018)
;Li, Chunxiao; Lam, Lok ShanGiven 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.WOS© Citations 16Scopus© Citations 21 338 73