Now showing 1 - 10 of 25
  • 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
    ;
    Kapur, Manu
    ;
    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.
      651  417
  • Publication
    Metadata only
    Nonlinear pedagogy
    (2020) ;
    Davids, Keith
    ;
    Renshaw, Ian
    ;
    Rudd, James
      87
  • Publication
    Open Access
    CoVAAPD for enhancing teacher professional development in physical education.
    (National Institute of Education (Singapore), 2021) ;
    Jonathan, Christin
    ;
    Phan, Joanna Swee Lee
    ;
    Tay, Siu Hua
    ;
    ;
  • Publication
    Unknown
    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.

  • Publication
    Unknown
    Nonlinear pedagogy
    Nonlinear Pedagogy (NLP) is a pedagogical approach that focuses on exploratory learning with an emphasis on supporting learners to acquire individualised movement solutions. Underpinned by Ecological Dynamics, practitioners are seen as designers of practice and facilitators of learning. Emergence of coordination occurs as a consequence of the interaction amongst constraints present in the learning environment. In this chapter, the what, why and how of NLP will be shared. Specifically, key pedagogical design principles such as the value of incorporating representative learning contexts, manipulation of constraints, an awareness of attentional focus instructions, task simplification to strengthen information-movement coupling and infusing practice variability can support a NLP approach. Practical examples on how NLP can be enacted will also be discussed throughout the chapter.
  • Publication
    Unknown
    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.
  • Publication
    Unknown
    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
    Open Access
    The utility of markerless motion capture for performance analysis in racket sports
    (Sage, 2024)
    Tan, Julian Quah Jian
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    ;
    Recent technological advancements have allowed movements to be tracked ecologically via markerless motion capture (mocap). However, occlusions remain a major concern pertaining to markerless mocap. Within racket sports where the number of players involved are low and occlusions are minimal, there exists a unique opportunity to delve into and provide an overview on the utilisation of markerless mocap technology. Twenty studies were included after a systematic search. Several methods were applied to obtain 2D positional data. Most studies adopted some form of background subtraction or thresholding method (n = 12), the remaining relied on pose estimation algorithms (PEA; n = 3), Hawk-Eye (n = 2) and object recognition (n = 1). Conversely, only the visual hull method was found to obtain 3D joint kinematics (n = 2). Markerless mocap are conventionally used to extract joint kinematics, however, study results revealed that the predominant use of markerless mocap was to capture the movement of a player’s location on court, this finding was unexpected. Low sampling frequencies of input videos and unsuitability of model detection used in the included studies could have limited the ability for markerless mocap to accurately track movements in racket sports. While current evidence suggests that the use of PEA in racket sports to extract 3D kinematics is limited, perhaps a slightly different approach gearing towards performance analysis, specifically stroke classification with the amalgamation of player location data and joint kinematics may be worth exploring further.
      15  172
  • Publication
    Open Access
    The effect of nonlinear pedagogy on the acquisition of game skills in a territorial game
    (Frontiers, 2023) ;
    Meerhoff, Laurentius A.
    ;
    Choo, Corliss Zhi Yi
    ;
    Button, Chris
    ;
    Tan, Benjamin Su-Jim
    WOS© Citations 3Scopus© Citations 2  72  63
  • Publication
    Open Access
    The role of nonlinear pedagogy in supporting the design of modified games in junior sports
    (Frontiers, 2021) ; ;
    Seifert, Ludovic
    Nonlinear Pedagogy has been advocated as an approach that views acquisition of movement skills with a strong emphasis on exploratory behaviors and the development of individualized movement skills. Underpinned by Ecological Dynamics, Nonlinear Pedagogy provides key ideas on design principles to support a teaching and learning approach that accounts for dynamic interactions among constraints in the evolution of movement behaviors. In the context of junior sports, the manipulation of task constraints is central to how games can be re-designed for children to play that are age and body appropriate so that the games can still capture the key elements of representativeness as compared to the adult form of the game. Importantly, these games offer suitable affordances that promote sensible play that could be transferable to other contexts. In this paper, we provide an in-depth discussion on how Nonlinear Pedagogy is relevant in supporting the design and development of modified games in the context of junior sports. Practical implications are also provided to share how games can be modified for meaningful play to emerge.
    WOS© Citations 9Scopus© Citations 15  83  173