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Related Data for: Exploring the dimensions of movement-specific reinvestment from personal characteristics perspectives
No full textThe purposes of the present study were three-fold: to examine (a) if the movement-specific reinvestment responses should be represented as two dimensional constructs, (b) whether dichotomization of the movement-specific reinvestment responses are appropriate, and (c) how the two dimensions are associated with relevant psychological concepts. To conduct a comparative examination of the MSRS structure in two Asian samples, participants were 236 Japanese university students (136 men, 100 women; Mage = 18.0, SD = 1.6) and 328 Singaporeans (167 men, 161 women; Mage = 21.8, SD = 1.8). After examining the factor structure of the movement-specific reinvestment responses for the first purpose, latent class factor analysis was conducted for both samples for the second purpose. For the third purpose, correlation analysis and mediation analysis were conducted for a part of the Singaporean sample. Through a series of latent class factor analysis, four and three classes were identified for the Japanese and Singaporean samples, respectively. For both samples, the patterns of the item-average scores for the two movement-specific reinvestment dimensions were parallel among the classes. Conscious Motor Processing was positively associated with mental toughness, intrinsic regulation, integrated regulation, mastery-approach and task goal orientations, and dispositional flow, whereas Movement Self-Consciousness was positively related with stress and mastery-avoidance goal orientation. The findings of the study supported (a) the two-dimensional representation of the movement-specific reinvestment responses, but did not fully support (b) the practice of dichotomization of the movement-specific reinvestment responses, and indicated that (c) at the trait level, Conscious Motor Processing and Movement Self-Consciousness were associated with positive and negative psychological constructs, respectively
Related Data for: Effects of a brief strange loop task on immediate word length comparison: A mindfulness study on non-striving
No full textNon-striving is an important aspect of mindfulness practice, but it has not been sufficiently researched. This study examines whether a strange loop-based task – Infinite Water Scooping Task – performed for 10 min, has an effect on non-striving behavior and performance in a subsequent word length comparison task. Results showed that performance (number of correct trials) did not differ significantly between the two groups, though the experimental group tended to perform worse. However, participants in the experimental group took a significantly shorter time to respond to the word length comparison task than those in the control group. It is inferred that shorter time taken reflects response without investing much effort to count with care, i.e., non-striving. The present study demonstrates that the brief strange loop task implemented in this study elicited non-striving behavior compared to the effects of the control task, and this adds to the understanding of non-striving in the context of mindfulness. The Infinite Water Scooping Task may be useful for illustrating and teaching non-striving within mindfulness practice
Related Data for: Shoulder biomechanics of para-table tennis – A case study of a standing class para-athlete with severe leg impairment
No full textBackground: Both able-bodied and Class 7 para-table tennis players compete while standing, but do they use the same techniques to hit the ball? This case study examined the shoulder joint kinematics of a highly skilled para-table tennis player with severe leg impairment.
Methods: One international level Class 7 male para-table tennis player was compared with a control group of 9 male, competitive university team players. Participants performed 15 trials of forehand and 15 trials of backhand topspin drives. Shoulder abduction/adduction angles and joint range of motion (ROM) were measured using an inertial measurement system.
Results: The joint ROM of the para-player was comparable to the control group in the forehand [para-player 38, controls 32 (15)] and slightly larger in backhand [para-player 35, controls 24 (16)]. Waveform analysis revealed significant differences in the entire forehand drives (p
Conclusions: Coaches should not simply instruct para-table tennis players to replicate the characteristics of able-bodied players. Depending on the nature of the physical impairment, para-players should optimise their movement strategies for successful performance.</p
Related Data for: Questioning patterns in STEM learning: A case study
No full textThis chapter documents the types of questions raised by both teachers and students when engaging in integrated STEM problem solving and the level of reasoning of their responses. Questions play a critical role in creative thinking, conceptual learning, and problem-solving. Using deductive coding, we identified questions asked over the course of 36 lessons where Grade 8 students presented their ideas after engagement with integrated STEM problem solving and designed prototypes using one of two teaching approaches. The questions were then coded as ontic (simple or complex), causal or epistemic. Subsequentially, the responses of students to the questions were coded as pre-structural, uni-structural, multi-structural, relational, or extended abstract according to the SOLO taxonomy. Although we did not find statistical differences in the questions raised between approaches, our results show that ontic questions were the most used during integrated STEM problem solving while epistemic questions were least used. Students’ responses displaying transfers of knowledge at the extended abstract level of understanding were least evident out of all the levels of the SOLO taxonomy. Our findings support prior research that basic ontic questions are the most commonly used in class
Related Data for: Problematic mobile phone use among youth athletes: A qualitative investigation using focus groups
No full textThe study provided a qualitative investigation into problematic mobile phone use among the youth athlete population. The study aimed to identify the factors which contributed to problematic use, the effects of problematic use, and suggestions on how to help youth athletes overcome problematic use. Four focus groups sessions were conducted with a total of 21 Singaporean youth athletes (aged 12–18 years old) from four different sports. The data was analysed using reflexive thematic analysis. The findings indicated various factors which contributed to problematic use, namely personal attributes, needs fulfilment, and external influences. Effects of problematic use included areas such as shrinkage of time, performance deficits, and undesirable behaviours. There were various suggestions on how to overcome problematic use, which included strengthening internal resources and tapping into sources of external help. Future research should seek to use the knowledge derived from this study to create interventions to help youth athletes deal with their problematic mobile phone use
Related Data for: Integrating artificial intelligence into science lessons: Teachers’ experiences and views
No full textBackground
In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional discipline in schools. As such, subject matter teachers may need to take on the responsibility of integrating AI content into discipline-based lessons to help students make connections and see its relevance rather than present AI as separate content. This paper reports on a study that piloted a new lesson package in science classrooms to introduce students to the idea of AI. Specifically, the AI-integrated science lesson package, designed by the research team, provided an extended activity that used the same context as an existing lesson activity. Three science teachers from different schools piloted the lesson package with small groups of students and provided feedback on the materials and implementation.
Findings
The findings revealed the teachers’ perceptions of integrating AI into science lessons in terms of the connection between AI and science, challenges when implementing the AI lesson package and recommendations on improvements. First, the teachers perceived that AI and science have similarities in developing accurate models with quality data and using simplified reasoning, while they thought that AI and science play complementary roles when solving scientific problems. Second, the teachers thought that the biggest challenge in implementing the lesson package was a lack of confidence in content mastery, while the package would be challenging to get buy-in from teachers regarding curriculum adaptation and targeting the appropriate audience. Considering these challenges, they recommended that comprehensive AI resources be provided to teachers, while this package can be employed for science enrichment programs after-school.
Conclusions
The study has implications for curriculum writers who design lesson packages that introduce AI in science classrooms and for science teachers who wish to contribute to the development of AI literacy for teachers and the extension of the range of school science and STEM to students
Related Data for: Transfer of computer-based assessment to in-situ performance in novice field hockey goalkeepers
No full textField hockey goalkeeping requires a combination of decision-making and physical skills to perform well under pressure. While computer-based tasks have been used as a decision-making testing tool, such relevance to actual goalkeeping performance remains unclear in novice goalkeepers. This study examined whether performance in computer-based decision-making tasks could be transferred to in-situ field hockey goalkeeping, and whether reaction tests and physical attributes could predict successful goalkeeping performance. A total of 17 participants completed a series of computer-based and actual goalkeeping tasks, as well as seated and physical reaction tests. Results suggested that while response accuracy did not significantly differ between computer-based and in-situ tasks (p = 0.901), some individuals performed better in the computer-based task while others performed better in the actual goalkeeping task. Seated reaction task accuracy was a significant predictor of computer-based response accuracy (p = 0.012). However, in-situ performance could not be predicted from computer-based results, reaction tests or physical attributes. The study indicated no transferability of decision-making performance from computer-based to in-situ field hockey goalkeeping tasks in novice goalkeepers. Physical and anthropometrical variables also did not contribute to predicting successful goalkeeping performances. These findings caution against solely using computer tests to assess an individual’s potential to perform as a field hockey goalkeeper
Related Data for: Validity and reliability of an English translation of the Teacher Metacognition Inventory (TMI) with mathematics teachers in Singapore
No full textThe purpose of the study was to examine the validity of an English translation of the Teacher Metacognition Inventory (TMI) originally developed by Jiang et al. Teaching and Teacher Education, 59, 403-413, (2016) in China with a sample of mathematics teacher in Singapore. A total of 436 valid responses were collected from primary and secondary female and male mathematics teachers with various degrees of experience. This inventory measures teachers’ metacognitive knowledge about self and pedagogy, regulation on planning and monitoring, reflection and experiences. Whereas the original inventory had six dimensions and 28 items, a better fit was found with seven dimensions and 26 items. The extra dimension reflected a split of Teacher Metacognitive Experiences into positive and negative ones. The seven-dimension structure had good reliability and validity. The instrument was also invariant across gender, level (i.e., primary and secondary school teachers) and years of experience. Together, the results suggest that the TMI was an effective instrument and could be used to assess teacher metacognition in educational settings or for teachers to reflect on their metacognition and metacognitive practice, as suggested by the original developers of the scale
Related Data for: Regression model for predicting knee flexion angles using ankle angles, body mass index and generalised joint laxity
No full textIncreased knee flexion angles are associated with reduced non-contact anterior cruciate ligament (ACL) injury risks. Ankle plantar flexion angles and internal risk factors could influence knee flexion angles, but their correlations are unknown. This study aimed to establish and validate a regression model to predict knee flexion angles using ankle plantar flexion angles, body mass index (BMI) and generalised joint laxity (GJL) at initial contact of single-leg drop landings. Thirty-two participants performed single-leg drop landings from a 30-cm-high platform. Kinematics and vertical ground reaction forces were measured using a motion capture system and force plate. A multiple regression was performed, and it was validated using a separate data set. The prediction model explained 38% (adjusted R2) of the change in knee flexion angles at initial contact (p = 0.001, large effect size). However, only the ankle plantar flexion angle (p < 0.001) was found to be a significant predictor of knee flexion angles. External validation further showed that the model explained 26% of knee flexion angles (large effect size). The inverse relationship between ankle plantar flexion and knee flexion angles suggests that foot landing strategies could be used to increase knee flexion angles, thereby reducing non-contact ACL injury risks
Related Data for: Two-dimensional kinematics differences between sexes in runners with and without patellofemoral pain
No full textPatellofemoral pain (PFP) is a common injury in runners, especially females, but it is unclear if the kinematic risk factors between the sexes are the same. This study aimed to identify the kinematics of healthy and injured recreational runners with PFP in both sexes. High-speed videos of treadmill running gait in 56 subjects (14 in each injured and non-injured male and female group) were analysed using the Kinovea software. Three kinematic variables associated with PFP were extracted at midstance: knee midstance position, knee flexion angle, and hip adduction angle. Compared with healthy controls, injured females ran with knees more medially positioned (Left p = 0.008, Right p < 0.001), while injured males ran with less knee flexion (Left p = 0.006, Right p = 0.007). These findings suggest that kinematic risk factors associated with PFP are sex-specific