Now showing 1 - 10 of 52
  • Publication
    Open Access
    Physical education pedagogy senses a change
    (National Institute of Education (Singapore), 2018) ;
      50  65
  • Publication
    Restricted
    An investigation of nonlinear pedagogy and its application in Singapore
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    Tan, Clara Wee Keat
    ;
    Lee, Miriam Chang Yi
    ;
    Button, Chris
    This research programme consists of three main phases of work that aim to examine the effectiveness of a Nonlinear Pedagogy approach at various levels of the human movement system. The three main research objectives of this research programme are as follows: a) To investigate the effectiveness of a Nonlinear Pedagogical approach for learning a sports skill (i.e., tennis forehand stroke); b) To investigate the effectiveness of a Nonlinear Pedagogical approach in learning a modified net/barrier game (modified tennis); c) To investigate the effectiveness of a Nonlinear Pedagogical approach in teaching and learning a unit of modified tennis in a physical education context.
      9  42
  • Publication
    Restricted
    Impact of nonlinear pedagogy to teaching Fundamental Movement Skills (FMS)
    (2017)
    Fahmi Sahar
    ;
    The purpose of this study was to investigate the effects of using the nonlinear pedagogy (NP) in the teaching of fundamental movement skills (FMS) in children. In the first phase, a total of 26 Primary 2 students went through 7 intervention lessons consisting of activities related to catching and overhand throwing. The Test of Gross Motor Skills – 2nd edition (TGMD-2) and a checklist of 3 developmental stages were used as the assessment tools in the second phase, which involved the students being assessed on 6 object control skills that included catching and overhand throwing. Results for the group’s total average raw score of catching and overhand throwing increased by 28.57% from pre- to post-intervention. Positive impacts of NP approach were seen with the students performing better in the post-intervention, as well as the achievement of successful outcomes without conformity of the TGMD-2 criteria.
      432  26
  • Publication
    Open Access
    Effect of different attentional instructions on the acquisition of a serial movement task
    (2014)
    Woo, Mei Teng
    ;
    ;
    Koh, Michael (Michael Teik Hin)
    Recent research in attentional focus of instruction has predomi-nantly over-emphasized the investigation of discrete and contin-uous skills rather than serial skills. The purpose of this study was therefore to examine the effect of different attentional focus instructions on learning a serial skill task (i.e., taekwondo rou-tine) in novice learners. It was predicted that the use of move-ment outcome instructions could enhance the learning of a serial skill as previously supported in studies examining the acquisi-tion of discrete and continuous skills. Thirteen female partici-pants were recruited for this study and were assigned to either movement form condition - control group (n = 7) or movement outcome condition – treatment group (n = 6). All participants underwent 12 practice sessions over an 8-week period with their respective instructional conditions with each session lasting 30 minutes. Video recording of the serial skill tasks (hand tech-niques, kicking techniques and 10-step routine) were captured at “the-twelfth-training session”, “after 1-week”, and “after 1-month”. It was found that more participants in the treatment group obtained a higher score in all three serial skill tasks, espe-cially in Mastery component of ‘Kicking’ techniques at ‘after 1-week’ (p < 0.05, r = 0.57). This study suggested that movement outcome instructions have positive medium effect on balance control for serial skill task, especially in kicking actions.
      183  149
  • Publication
    Open Access
    Nonlinear pedagogy and its relevance for the new PE curriculum
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    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  410
  • Publication
    Open Access
    Mindfulness, movement control, and attentional focus strategies: Effects of mindfulness on a postural balance task
    (2012) ;
    Chatzisarantis, Nikos
    ;
    ; ;
    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.
      755  2290
  • Publication
    Open Access
    The balance control of children with and without hearing impairment in Singapore: A case study
    (2011) ;
    Nonis, Karen P.
    ;
    The purpose of this study is to compare the balance control of participants with and without HI and also to investigate the effect of a Balance Programme (BP) on their balance control (HI; n = 2, M age = 7 years old). The BP consisted of six practice sessions of 45 minutes each. The Balance Tasks used to assess balance control were static Balance Tasks: two-leg stand, one-leg stand and dynamic Balance Tasks: in-place jump and in-place hop. Kinetic data such as the Centre of Pressure (COP) and the Ground Reaction Force (GRF) was captured using a force plate. The results revealed differences in Balance Tasks involving static and dynamic balance control between participants with HI and without HI. Improvement in balance control of the participants is observed for some of the Balance Tasks after the introduction of the BP which indicates the inconclusive effectiveness of the BP. The authors suggest that the instructional approach and number of practice sessions may be the contributing factors affecting the effectiveness of the BP. A new BP with an alternative instructional approach together with more practice sessions is warranted to benefit both children with and without HI so as to make inclusion possible.
      260  576
  • Publication
    Open Access
    Insights from ecological psychology and dynamical systems. Theory can underpin a philosophy of coaching
    (2009)
    Renshaw, Ian
    ;
    Davids, Keith
    ;
    Shuttleworth, Rick
    ;
    The aim of this paper is to show how principles of ecological psychology and dynamical systems theory can underpin a philosophy of coaching practice in a non-llnear pedagogy. Nonlinear pedagogy is based on a view of the human movement system as a nonlinear dynamical system and has been basically defined as the application of concepts and tools of nonlinear dynamics to coaching practice. A systems orientation is adopted to show how nonlinear dynamical movement systems demonstrate an openness to environmental information flows, use inherent degeneracy to adapt movements to dynamic environments, show capacity for self-organisation, and fluctuate between stability and instability as changes in constraints on performance shape transitions in system organisation. We demonstrate how this perspective of the human movement system can aid understanding of motor learning processes and underpin practice /or sports coaches. We provide a description of nonlinear pedagogy followed by a consideration of some of the fundamental principles of ecological psychology and dynamical systems theory that underpin it as a coaching philosophy. We illustrate how each principle impacts on nonlinear pedagogical coaching practice, demonstrating how they can substantiate a framework for the coaching process.
      384  1397
  • Publication
    Open Access
    Education about movement: Development of an intermittent shuttle test to determine fitness and fatigue in badminton
    (Office of Education Research, National Institute of Education, Singapore, 2020) ; ;
    Chia, Jingyi Shannon
    There were three objectives to this proposal: (i) to develop an ecologically valid match­fitness test for badminton players -the badminton intermittent shuttle test (BIST); (ii) to determine the reliability and physiological validity of the test; and (iii) to examine the influence of fatigue, induced by the BIST, on badminton performance.
      344  62