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Koh, Koon Teck
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41 - PublicationOpen Access
78 127 - 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.218 218 - PublicationOpen AccessLegacy of Edmund William (E.W.) Barker: Commemorating the 15th anniversary of the E.W. Barker professorship and scholarship(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2022)
; ; 136 161 - PublicationMetadata onlyRetentive capacity of power output and linear versus non-linear mapping of power loss in the isotonic muscular endurance test(Springer, 2021)
;Xu, Hong-Qi ;Xue, Yong-Tai ;Zhou, Zi-Jian; ;Xu, Xin ;Shi, Ji-Peng ;Zhang, Shou-Wei ;Zhang, XinCai, JingThe limit of dynamic endurance during repetitive contractions has been referred to as the point of muscle fatigue, which can be measured by mechanical and electrophysiological parameters combined with subjective estimates of load tolerance for revealing the human real-world capacity required to work continuously. In this study, an isotonic muscular endurance (IME) testing protocol under a psychophysiological fatigue criterion was developed for measuring the retentive capacity of the power output of lower limb muscles. Additionally, to guide the development of electrophysiological evaluation methods, linear and non-linear techniques for creating surface electromyography (sEMG) models were compared in terms of their ability to estimate muscle fatigue. Forty healthy college-aged males performed three trials of an isometric peak torque test and one trial of an IME test for the plantar flexors and knee and hip extensors. Meanwhile, sEMG activity was recorded from the medial gastrocnemius, lateral gastrocnemius, vastus medialis, rectus femoris, vastus lateralis, gluteus maximus, and biceps femoris of the right leg muscles. Linear techniques (amplitude-based parameters, spectral parameters, and instantaneous frequency parameters) and non-linear techniques (a multi-layer perception neural network) were used to predict the time-dependent power output during dynamic contractions. Two mechanical manifestations of muscle fatigue were observed in the IME tests, including power output reduction between the beginning and end of the test and time-dependent progressive power loss. Compared with linear mapping (linear regression) alone or a combination of sEMG variables, non-linear mapping of power loss during dynamic contractions showed significantly higher signal-to-noise ratios and correlation coefficients between the actual and estimated power output. Muscular endurance required in real-world activities can be measured by considering the amount of work produced or the activity duration via the recommended IME testing protocol under a psychophysiological termination criterion. Non-linear mapping techniques provide more powerful mapping of power loss compared with linear mapping in the IME testing protocol.33Scopus© Citations 2 - PublicationOpen AccessTeachers' and students' perceptions of factors influencing the adoption of information and communications technology in physical education in Singapore schools(Sage, 2021)
; ;Tan, Warrick Li Quan ;Camire, Martin ;Paculdar, Maria Agnes AlcantaraChua, Andy Wei GuangAlthough there have been studies on the use of information and communications technology (ICT) as a pedagogical tool to enhance teaching and learning in physical education (PE), more research is warranted to understand perceived barriers and facilitators to usage. The purpose of the present study was to understand key factors that influence the adoption of ICT in PE perceived by teachers and students in Singapore schools. Eleven PE teachers (two females, nine males) with two to 25 years of teaching experience were individually interviewed, and 72 students (39 females, 33 males) from 10 to 17 years of age participated in 11 focus groups. The study was guided by ontological relativism and situated within epistemological constructionism. Three themes were developed from the thematic analysis: (a) technological dispositions (i.e. self-efficacy and open-mindedness); (b) teaching approaches (i.e. pedagogical integration; cognitive, affective and psychomotor stimulation; and balanced integration of ICT and the traditional approach); and (c) contextual factors (i.e. technological conditions; cultural conditions; and teachers’ ICT-specific PE knowledge). Findings from the study support the notion that appropriate use of ICT tools has the potential to positively influence teaching and learning during PE lessons while emphasising the need for schools and professional development bodies to improve the ICT pedagogical proficiency of PE teachers. The study provides important insights into how teachers can better leverage ICT tools to support student learning in PE.WOS© Citations 5 439 489 - PublicationOpen AccessPreservice physical education teachers’ perceptions of a flipped basketball course: Benefits, challenges, and recommendationsPurpose: Information and communication technologies can enable educators in the development of innovative and contextually relevant approaches for the provision of enhanced learning experiences. This study examined preservice physical education teachers’ perceptions of a flipped learning basketball course in a physical education teacher education program.
Method: Semi-structured interviews were conducted with eight preservice physical education teachers (three females; M age = 23.5 years) who had completed the course. Interview data were coded using inductive and deductive thematic analysis.
Results: Six main themes were identified reflecting benefits, challenges, and recommendations of flipped learning: (a) facilitate student-centered learning, (b) promote self-directed learning, (c) encourage real-world application, (d) insufficient avenues to assess understanding, (e) preclass preparation too time consuming, and (f) modification of materials and structure.
Discussion/Conclusion: Flipped learning can potentially enhance preservice physical education teachers’ motivation for learning and increase active learning time in the sport-based courses in physical education teacher education. The identified challenges and recommendations are valuable for physical education teacher education educators to effectively prepare and execute flipped learning-based courses.WOS© Citations 9 171 399 - PublicationOpen AccessTrends of physical activity and recreational screen time among Chinese children and adolescents: A national study from 2017 to 2019
Background The prevalence of physical inactivity and sedentary behavior among children and adolescents is a growing public health concern. This study aims to examine the trends in Physical Activity (PA) and Recreational Screen Time (RST) amongst children and adolescents in China, considering variations in genders, school levels, areas (urban versus rural), and regions (north versus south). The findings provide a foundation to guide policy and strategy making for future health promotion and development. Methods An annual national cross-sectional survey was conducted in China from 2017 to 2019 cumulatively involving 52,503 (48% female) children and adolescents from grades 4 to 12 (aged 12.72 ± 2.12). Data on PA and RST were collected through self-administered questionnaires. Weighted least squares regression was used to analyze the trends and differences in PA and RST among the participants’ profiles.
Results There was an annual decreased in PA compliance rate of approximately 3.43% (95% CI: 0.79-6.08%) for primary school students, primarily among males residing in rural areas, and in northern regions. Middle school students experienced a yearly decrease of about 5.23% (95% CI: 2.55-7.92%) in PA compliance across all genders, regions, and urban areas. Similarly, the RST compliance rates for primary school students declined by approximately 3.18% (95% CI: 1.57-4.78%) annually for all genders and areas, but only in the northern regions.
Conclusions This research highlights a downward trend in PA and RST compliance amongst Chinese children and adolescents, with variations based on school level, gender, area, and region. Urgent policies and interventions are imperative to promote PA while mitigating excessive RST within these populations.
Scopus© Citations 1 26 268 - PublicationOpen AccessBasic psychological need profiles and correlates in physical activity participation: A person-centered approach(Frontiers, 2021)
;Li, Chunxiao; ; ; ; ; ;Wong, Liang HanYeo, Connie Huat NeoGuided by Basic Psychological Need Theory, we investigated the combined associations between need satisfaction and need frustration (i.e., need profiles) and their relations with theoretically relevant correlates including mindfulness, physical literacy, physical activity enjoyment, and physical activity. The participants were Singapore based school students (N = 844, Mage = 12.45, SDage = 1.99, boys = 53.1%) who completed a cross-sectional survey. The results of the latent profile analysis identified four distinct need profiles: profile 1–average satisfaction and frustration (n = 364, 44.1%); profile 2–low satisfaction (n = 251, 29.7%), above average frustration; profile 3–very high satisfaction, very low frustration (n = 144, 17.1%); and profile 4–high satisfaction, very high frustration (n = 85, 10.1%). Among these, profile 3 was the most adaptive one; it had the highest levels of mindfulness, physical literacy, physical activity enjoyment, and moderate-to-vigorous physical activity. Experiences of need satisfaction countered the negative effects of need frustration on these correlates. These findings enhance our understanding of students’ psychological need experiences and highlight the need for investigating the combined associations between need satisfaction and need frustration.WOS© Citations 10Scopus© Citations 17 152 83 - PublicationOpen AccessSingapore teachers' attitudes towards the use of information and communication technologies in physical educationThe 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.
WOS© Citations 17Scopus© Citations 23 94 278
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