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The use of information communication and technologies tools to maximise students' learning in physical education in Singapore schools

2020, Koh, Koon Teck, Kee, Ying Hwa, Chow, Jia Yi, 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.

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Relationship between mindfulness and the propensity of individuals to experience flow

2006, Kee, Ying Hwa

The study examines the relationships between mindfulness and flow dispositions, through the investigation of differences in flow dispositions between groups of university athletes of distinctive mindfulness characteristics. Hollander's model of personality depicting psychological core, typical response and role-related behaviour is adopted as the theoretical framework (Hollander, 1967). 164 university athletes (69 women and 95 men, mean age = 22.4 years old, SD = 1.84) were clustered into three distinctive mindfulness groups based on their responses on the Mindfulness/Mindlessness Scale (MMS; Bodner & Langer, 2001). Three distinctive clusters formed using Ward's method (Ward, 1963) were as follows : High Mindfulness Group (n = 40), Moderate Mindfulness Group (n = 63), and Low Mindfulness Group (n = 61). High Mindfulness Group is characterised by higher novelty seeking, novelty producing, flexibility, and moderate engagement. Members of the Moderate Mindfulness Group displays moderate novelty seeking, novelty producing, flexibility, and high engagement. Low Mindfulness Group exudes lower in all the four mindfulness characteristics. Significant differences between the High Mindfulness Group and Low Mindfulness Group were found for six out of nine flow dispositions (p < .05) assessed using Flow Disposition Scale -2 (DFS-2, Jackson & Eklund, 2004). Those in the High Mindfulness Group scored significantly higher in balance of skill/challenge, merging of action and awareness, goals, concentration, loss of self-consciousness, and autotelic experience scores compared to the Low Mindfulness Group. The findings suggest that mindfulness characteristics is related to flow dispositions.

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The use of information communication and technologies tools to maximize students’ learning in physical education in Singapore schools.

2019, Koh, Koon Teck, Kee, Ying Hwa, Chow, Jia Yi, Camire, Martin

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Explainer videos for blended learning

2017, Kee, Ying Hwa

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Making bite-sized revision painless through the SymphoNIE app

2022, Kee, Ying Hwa, Swarup Mukherjee

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Mindfulness in schools: Global research on child outcomes and local perceptions, practices, and needs

2022, Khng, Kiat Hui, Li, Chunxiao, Kee, Ying Hwa, Tan Ser Hong

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Factors influencing teachers’ use of motivational strategies in the classroom.

2019, Wang, John Chee Keng, Liu, Woon Chia, Kee, Ying Hwa, Chian, Zason Lit Khoon, Reeve, Johnmarshall

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Mindfulness, movement control, and attentional focus strategies: Effects of mindfulness on a postural balance task

2012, Kee, Ying Hwa, Chatzisarantis, Nikos, Kong, Pui Wah, Chow, Jia Yi, 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.

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Physical education pedagogy senses a change

2018, Chow, Jia Yi, Kee, Ying Hwa

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Autonomy-supportive teaching and basic psychological need satisfaction among school students: The role of mindfulness

2019, Li, Chunxiao, Kee, Ying Hwa, Kong, Leng Chee, Zou, Liye, Ng, Ka Lok, Li, Hong

Grounded in self-determination theory, the purpose of this study was to investigate the relationships between autonomy-supportive teaching, mindfulness, and basic psychological need satisfaction/frustration. Secondary school students (n = 390, Mage = 15) responded to a survey form measuring psychological constructs pertaining to the research purpose. A series of multiple regression analysis showed that autonomy-supportive teaching and mindfulness positively predicted need satisfaction and negatively predicted need frustration. In addition, the associations between autonomy-supportive teaching and need satisfaction/frustration were moderated by mindfulness. Students higher in mindfulness were more likely to feel need satisfaction and less likely to experience need frustration, even in a low autonomy-supportive teaching environment. These results speak to the relevance of creating autonomy-supportive teaching environments and highlight mindfulness as a potential pathway to basic psychological need satisfaction in educational settings.