NIE Data Repository (National Institute of Education)
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Related Data for: A multiple mediation analysis of the association between asynchronous use of music and running performance
No full textThe purpose of this study was to examine if the effects of asynchronous use of music on running performance are directly and/or indirectly carried through psychological, psychophysical, and psychophysiological benefits. Following a standardized music selection procedure, 20 healthy undergraduate students (10 males, 10 females) completed a 30-min treadmill run at perceived moderate intensity while listening to music (135–140 beats per minute) or under a no-music condition in a randomized order. Participants’ affective valence, arousal, perceived exertion, heart rate during the run, and running distance were measured in both trials. A mediation analysis was conducted for 40 data collected from the 20 participants under two conditions (no music; music) with a parallel mediation model in which affective valence, arousal, heart rate, and perceived exertion were specified as mediators. A significant indirect effect of affective valence was observed for running distance. The present finding supports the notion that the relationship between asynchronous use of music and running distance is mediated by psychological benefits
Related Data for: Cultural capital, habitus and reading futures: Middle-class adolescent students’ cultivation of reading dispositions in Singapore
No full textThe acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a form of cultural capital is distributed among High-SES, Mid-SES and Low-SES students in Singapore. We show how middle-class practices of intensive immersion in school-valued reading practices is a form of habitus that prepare some students better than others for engaged reading. The findings highlight how reading as a form of cultural capital is operationalized through students’ familial habitus and argues that making visible familial habitus provides insights for transforming institutional habitus for students’ reading futures
Related Data for: Thai preschoolers’ movement behaviors outside kindergarten: Prevalence of meeting individual and integrated movement guidelines
No full textBackground
This study aimed to investigate movement behaviors of Thai preschoolers (aged 3–6 years) occurring outside kindergarten in urban areas across Thailand.
Methods Surveillance of digital Media in eArLy chiLdhood Questionnaire® was used to collect data from 1051 parents recruited from 12 schools. Descriptive statistics and logistic regressions were applied for data analysis.
Results Thai preschoolers engaged in physical activity (PA), sedentary screen time, and sleep on weekends significantly more than weekdays with no significant sex differences. Preschoolers met the sleep guidelines the most (62.3%), followed by PA guidelines (48.0%), and screen time (ST) guidelines the least (44.1%). Only 14.6% met the integrated movement guidelines, and 11% met none of the guidelines. Age was positively associated with meeting the PA guidelines, and negatively associated with meeting the sleep and integrated movement guidelines. The number of digital devices at home and geographical region influenced preschoolers in meeting the PA and ST guidelines.
Conclusions Thai preschoolers’ time spent on all forms of activities outside kindergarten was significantly more on weekends than weekdays with no sex disparity. The prevalence of meeting the integrated movement guidelines was low, and needs to be addressed through comprehensive programs including all forms of activities concurrently
Related Data for: Productivity and photosynthetic characteristics of the facultative halophyte Mesembryanthemum crystallinum grown indoors with LED lighting under different salinities
No full textThe facultative halophyte Mesembryanthemum crystallinum (ice plant) has high nutritional values. In Singapore, we have successfully grown M. crystallinum indoors under different LED-lightings using freshwater. Since halophytes are capable of tolerating a wide range of salinities, it provides a basis for cultivating them as vegetables using saline water. This study aimed to investigate the impacts of different NaCl concentrations on productivity and photosynthesis of M. crystallinum. All plants were grown under different salinities by adding 0, 100, 250 and 500 mM NaCl, respectively, to a full strength Netherlands Standard Composition. Photosynthetic photo flux density at 156 μmol m‑2 s‑1 (12 h photoperiod) was provided to all plants by LED with red:blue ratio of 2.2. Twenty days after transplanting, plants grown under 100 mM NaCl had the highest shoot fresh weight and largest total leaf area followed by plants grown at 0, 250 and 500 mM NaCl. Plants grown under 500 mM NaCl had the lowest specific leaf area due to its highest leaf dry matter content and lowest water content. However, all plants had similar values of leaf succulence (g FW cm‑2). Although all plants had chlorophyll fluorescence Fv/Fm ratios >0.8, photochemical quenching and electron transport rate were significantly higher in plants grown under 0 mM NaCl than under 100, 250 and 500 mM NaCl measured under the growth irradiance. CAM acidity of plants grown at 500 mM NaCl was induced while CAM acidity of plants grown with freshwater was undetectable. In conclusion, M. crystallinum requires some salt (100 mM NaCl) to perform healthy growth compared to those grown with freshwater. Low productivity of M. crystallinum under high salinity could mainly be due to its slow leaf growth resulting from the switch of C3 to CAM photosynthesis
Related Data for: Basic psychological need profiles and correlates in physical activity participation: A person-centered approach
No full textGuided 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
Related Data for: The effect of nonlinear pedagogy on the acquisition of game skills in a territorial game
No full textIntroduction: Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach for practitioners (e.g., Physical Educators, coaches) to encourage exploratory learning that is learner-centered even in Traditional Sporting Games (TSG) that could be represented by invasion or territorial-like games. NP involves the manipulation of constraints which form boundaries for interacting components to self-organize, facilitating the emergence of goal-directed behaviours. Key pedagogical principles relating to representativeness, manipulation of constraints, awareness of focus of attention instructions, task simplification and the functional role of noise can encourage exploratory learning that helps develop 21st century competencies. This is in contrast to a Linear Pedagogy (LP) approach that is more teacher-centered and focuses on repetition in practices to promote movement form consistency in enhancing the acquisition of movement skills. Little is known about the effectivity of NP in the learning and transfer of invasion games. The aims of this study were to: (a) determine the impact of NP on the teaching and learning of an invasion game in the Physical Education (PE) context; (b) examine the transferability of game skills to other games in the same game category (i.e., floorball as a territorial game in this study).
Methods: 224 (between 12 to 13 years old) students underwent a 10-week intervention program to learn to play an invasion game (football) with either a NP or LP approach (i.e., repetitive and prescriptive drills).
Results: Performance outcome data were measured during Pre, Post, Retention, Transfer test 1 (larger playing area) and Transfer test 2 (floorball). Significant improvements in several performance outcome and game play measures in football was observed for the NP condition. Fewer improvements in the same measures were found for the LP condition.
Discussion: Evidence for transfer of learning for NP was not as strong as anticipated although there was still some potential for encouraging transfer of learning. The key findings from this study further challenge the “one-size fits all” philosophy in the teaching of PE. Both LP and NP approaches would have a role to play in supporting teaching and learning which could be context dependent.</p
Related Data for: Adaptive regulation in a stable performance environment: Trial-to-trial consistency in cue sports performance
No full textThis study aimed to investigate individual trial-to-trial performance in three tests to define adaptive regulation as a key feature of expertise in nine-ball. Thirty-one male players were assigned into the low-skilled (n = 11), intermediate (n = 10), or high-skilled groups (n = 10). The power control, cue alignment, and angle tests were selected to assess participants’ ability to control the power applied in shots, strike the ball straight, and understand the ball paths, respectively. Error distance and correction of error distance were identified for each shot using 2D video analysis. Results of one-way analysis of variance showed that the high-skilled group performed better in two out of the three tests than the other two groups (p = .010 for the cue alignment test; p = .002 for the angle test). However, the adaptation effect represented by the decreased error distances across trials was not observed. Pearson correlation revealed only a few significant correlations between the error distance and its correction within each participant in all tests (p < .05), and hence, the hypothesis that “low correction happened after small error and vice versa” is not supported
Related Data for: Semionauts of tradition: Music, culture and identity in contemporary Singapore
No full textAt once a historic point of confluence between immigrant, diasporic and autochtonous communities and a globalized interconnected hub, contemporary Singapore presents a rich and unique musical scene which hasn’t often been studied. More akin to a constellation of distinct yet interconnected and inderdependent actors, the music scene is a fascinating point of departure to understand contemporary Singaporean society.
This multi-disciplinary research project aims to examine the contemporary identities of local musicians by exploring how they translate their own complex identities and worldviews into their music-making as well as how they interpret, negotiate and construct notions of community, culture, tradition and collaborative creativity.
The study draws from the fields of anthropology, ethnomusicology and history and its methodology combines fieldwork, participant observation, discourse analysis and music analysis.</p
Related Data for: Working in times of uncertainty to prepare for the future: A study of Singapore's leaders in education program
No full textOur research project studied LEP using qualitative methods. We used a common semistructured interview protocol co-developed and shared with other GEII colleagues and conducted observations of case study sites. We collected and analyzed a variety of documents throughout the project, including curriculum frameworks and existing evaluations and program documentation, including the LEP program handbook and newspaper articles.
We invited the respondents (LEP participants) to participate in the interviews. We selected them from the 2013 batch of LEP participants (this was the most recent batch at the time of researching and writing), as the LEP happens only once a year and the research sought to analyze the difference in participants before and after (i.e., one year) the program. We also interviewed school teachers who had been working with these new principals for a year to ascertain their effectiveness. In all cases, after participants had read and signed the participant consent forms, we conducted and recorded face-to-face interviews. Thereafter, the interviews were coded using the coding scheme developed by the GEII Research Consortium and analyzed.</p
Related Data for: Unravelling ideas and artefacts: Tracking progression of ideas during STEM learning
No full textThis study tracks the progression of students’ ideas by understanding how ideas are adopted or rejected. Understanding the discourses that lead to idea progression could help illumine sense-making and decision-making processes within student group discussions. Student-generated artefacts in the form of vertical farming prototypes were analysed. These artefacts were from four groups of students who were engaged in an integrated STEM activity to improve existing vertical farming solutions in land-scarce Singapore. In the authors’ analysis to understand how the final prototype came to being, they examined the progression of ideas through lesson phases of envisioning, sketching, collaborative modelling, feedback, and evaluation. A coding scheme was used to track whether ideas were rejected, improved, or assimilated in the final prototype. Idea maps were generated to track key developments of ideas. The findings revealed that groups that took greater risks in generating more ideas had more rejected ideas and were also more engaged in the feedback process. This resulted in richer idea development. Idea fluency was highly varied across all four groups. This suggests that group engagement and a culture of reflection and monitoring could significantly improve idea quality, although the lack of curriculum time could limit desired divergent idea generation