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Koh, Koon Teck
- PublicationOpen AccessTeacher burnout and teaching effectiveness in Singapore(2016)
; ;Pyun, Do Young; Kwon, Hyungil Harry944 1553 - 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)
; ; 161 227 - PublicationMetadata onlyTeaching values and life skills to different age groups
Physical education and sports (PES) are included in many school curricula across the globe. Students come from diverse age groups, and thus, coaches and teachers play a crucial role in delivering age-appropriate content to educate their students. Prior research has highlighted that learners of different ages respond to instructions differently, presenting the need to differentiate the teaching approaches adopted. This chapter begins by explaining the “anatomy” of a typical physical education lesson or sports coaching session. The chapter then further extends the key ideas discussed in Chapter 6 with the aim of illustrating a range of research-driven strategies that can be incorporated in a practical manner for both primary (age 7–12) and secondary school (age 13–17) levels while emphasising the need for student-centricity, autonomy, and physicality.
24 - PublicationMetadata onlyThe effects of an intervention programme using information communication and technology on the teaching and learning of physical education in Singapore schools(MDPI, 2025)
; ; ;Koong, Shun Xin; ;Muhammad Shufi Salleh ;Tan, Seck Heong ;Yong, Chooi ChengChia, Cleve Tse TsingThis study examined the impact of an Information Communication and Technology (ICT) intervention program on teaching and learning in Physical Education (PE). The research involved 47 PE teachers from 47 Singapore schools and 838 students across primary and high schools. Teachers with little or no ICT experience (n = 24) and their students (n = 430) were placed in the intervention group. Data were collected using accelerometers, the Activity Perception Questionnaire, a K-12 rubric assessing psychomotor, cognitive and affective domains, an ICT integration rubric, and lesson videos. A two-way repeated measures ANOVA was conducted to analyse the intervention’s effects. The results showed that ICT use did not reduce students’ physical activity time or motivation levels. However, teachers’ ability to design meaningful ICT-integrated lessons significantly improved, as did students’ affective domain. The findings underscore the importance of incorporating both theoretical and practical components in PE teacher training, using contextualised examples and flexible learning modes. School leaders and policymakers should enhance professional development opportunities and support teachers in integrating ICT effectively, thereby improving student engagement and learning outcomes.31 - PublicationEmbargoThe 4Cs in youth sport: Investigating psychometric multidimensionality, measurement invariance and criterion-related validityThe 4Cs of positive youth development have been proposed as an appropriate framework for assessing athlete outcomes across various sport domains. However, the psychometric multidimensionality of the full 4C model has not been rigorously investigated. This study examined the psychometric multidimensionality of the 4C model, comprising 10 subfactors, among youth team sport athletes (N = 510). We systematically compared confirmatory factor analyses and exploratory structural equation modelling (ESEM), along with their bifactor and hierarchical extensions, and discussed the empirical and practical appropriateness of these models. We further examined construct validity by testing measurement invariance over gender and sport type (contact, non-contact), and criterion-related validity on different aspects of peer motivational climate. ESEM was the optimal model, exhibiting construct and practical utility. Measurement invariance was broadly observed with four variant items; implications are discussed. Peer mastery climate was associated with positive outcome factors (e.g., competence, connection), while peer ego climate was associated with less desirable sport character (i.e., antisocial behaviours).
47 40 - PublicationOpen Access
169 321 - PublicationRestrictedDifferences in behaviour and interactive decision-making between experienced and inexperienced basketball coaches in secondary schools(1999)There has been an increasing growth of external coaches employed by schools in Singapore to train and prepare their athletes for inter-school competitions. As these coaches come from different educational and professional backgrounds, their standard of coaching has varied. This study focused on the behaviour and interactive decision-making of experienced and inexperienced basketball coaches.
A review of the literature revealed that there are differences between experienced and inexperience teachers / coaches both in the classroom and in the sports setting. This study compared five experience and five inexperienced secondary school male basketball coaches as they are planned and executed a 30 minute "Pick and Roll" practice session. All practice sessions were videotaped . Interval recording procedures ( four second observe / one second code) were employed with the Arizona State University Observation Instrument (A.S.U.O.I.) to collect coach behaviour data. Coaches were also interviewed and audiotaped immediately after the practice session. Their responses were analysed using Sherman's Model of Interactive Decision-making instrument, to determine coaches' decision-making patterns.
Analysis of the data revealed that experienced coaches exhibited significantly more concurrent instruction behaviour (U=2.0, p<0.05) than inexperienced ones, where as inexperienced coaches asked a significantly greater number of questions (U=0.0, p,0.05) than their experienced colleagues. With regard to interactive decision-making, results indicated that both experienced and inexperienced coaches carried out practice mostly according to their plans (Path 1). When they encountered serious problems, however, inexperienced coaches were significantly more willing to change plans (Path 5) than their experienced counterparts (U=3.0,p<0.05).374 12 - PublicationMetadata onlyWhole-school approach
Many studies in recent years have shown the effectiveness of physical education and sports (PES) as a vehicle for teaching values and personal development among youth. However, despite research showing values transference is crucial for optimal learning, a gap in the literature remains regarding the strategies and methods underlying values transference beyond the PES context. This chapter will identify the strategies and methods that facilitate the transfer of values learned in physical education (PE) to the classroom and home settings. Based on empirical evidence, we found that the collaborative work between the stakeholders within a school’s setting through a whole-school approach was an important strategy in teaching and transferring values beyond PE. Practical strategies will be provided to enhance the learning and transfer of values in PE to the classroom and home settings.
15 - PublicationOpen AccessAssociations between physical activity, desk-bound time, and physical fitness in Chinese female institute students(2023)
;Guo, Ming Ming ;Wang, Xiao ZanThis study's objective is to look into how PA, ST, and PF relate to one another in Chinese female college students. This study included 512 Chinese female college students. Physical activity (PA) and sedentary time of participants (ST), and level of fitness were evaluated utilizing the Chinese National Student Physical Fitness Test and the International Physical Activity Questionnaire (PF). The findings indicated that compared to inactive participants, active participants had considerably greater levels of cardiorespiratory fitness and total fitness. Compared to inactive people with high sedentary time, active persons with low ST or high ST also have greater cardiorespiratory fitness. Furthermore, compared to inactive participants with high sedentary time, active participants with high ST and inactive participants with low ST have less flexibility. Positive correlations between PA and cardiorespiratory.49 77 - PublicationMetadata onlyCoaching values and llfe skills through physical education and sports: A practical toolkit
This impactful resource guide is for international educators and practitioners involved in physical education and sports (PES) who want to learn evidence-based approaches to the teaching of values and char acter education.
Through a systematic approach to teaching and evaluating values and character education, this book bridges the gap between theory and practice. It offers empirical evidence and strategies to show how values and character can be internalised through carefully designed experiences, active participation, and regular reinforcement, without compromising the time needed to learn sports skills – a common concern raised by PE teachers and sports coaches. Results from case studies have also revealed that values can be transferred beyond the context of physical education lessons and sports through a collaborative approach and effective communication between teachers, coaches, and parents. Key strategies based on empirical evidence are highlighted in this book. It also highlights an Asian perspective on values and life skills training through physical education and provides readers with step-by-step implementation guidelines to simplify some complex strategies in developing values and life skills through PES seamlessly.
The book provides useful information to anyone engaged in devel oping young people in, and through, sports. In particular, it will be of great value to pre-service and in-service teachers and coaches for implementing effective strategies to balance teaching sports skills, values, and life skills effectively in PES.
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