Now showing 1 - 10 of 52
  • 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  67
  • Publication
    Open Access
    Nonlinear pedagogy and its relevance for the new PE curriculum.
    (National Institute of Education (Singapore), 2019) ;
    Teo-Koh, Sock Miang
    ;
    Tan, Clara Wee Keat
    ;
    Tan, Benjamin Su-Jim
    ;
    Button, Chris
    ;
    Meerhoff, Rens
    ;
    Kapur, Manu
    ;
    Choo, Corliss Zhi Yi
      310  217
  • Publication
    Open Access
    The 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, Martin
    With 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  147
  • 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.
      13  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
    An analysis of activity structures in physical education classes
    (2010) ; ;
    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.
      182  149
  • Publication
    Open Access
    An investigation of nonlinear pedagogy and its application in Singapore schools
    (2014) ;
    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  351
  • 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) ;
    Jonathan, Christin
    ;
    Phan, Joanna Swee Lee
    ;
    Tay, Siu Hua
    ;
    Chian, Zason Lit Khoon
    ;
    ;
    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.

      21  29
  • Publication
    Open Access
    Focus of attention and its impact on movement behaviour
    (Elsevier, 2011)
    Peh, Shawn Yi-Ching
    ;
    ;
    Davids, Keith
    Investigations into the relative effectiveness of either focusing on movement form (Internal Focus) or movement effects (External Focus) have tended to dominate research on instructional constraints. However, rather than adopting a comparative approach to determine which focus of attention is more effective, analysis of the relative efficacy of each specific instruction focus during motor learning could be more relevant for both researchers and practitioners. Theoretical advances in the motor learning literature from a nonlinear dynamics perspective might explain the processes that underlie the effect of different attentional focus instructions. Referencing ideas and concepts from a current motor-learning model, differential effects of either Internal or External focus of instructions are examined. This paper also highlights some deficiencies in extant theory and research design on focus of attention which require further investigations.
    WOS© Citations 84Scopus© Citations 100  169  1789