NIE Data Repository (National Institute of Education)
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Related Data for: Influence of shoe midsole hardness on plantar pressure distribution in four basketball-related movements
No full textThis study examined how shoe midsole hardness influenced plantar pressure in basketball-related movements. Twenty male university basketball players wore customized shoes with hard and soft midsoles (60 and 50 Shore C) to perform four movements: running, maximal forward sprinting, maximal 45° cutting and layup. Plantar loading was recorded using an in-shoe pressure measuring system, with peak pressure (PP) and pressure time integral (PTI) extracted from 10 plantar regions. Compared with hard shoes, subjects exhibited lower PP in one or more plantar regions when wearing the soft shoes across all tested movements (Ps < 0.05). Lower PTI was also observed in the hallux for 45° cutting, and the toes and forefoot regions during the first step of lay-up in the soft shoe condition (Ps < 0.05). In conclusion, using a softer midsole in the forefoot region may be a plausible remedy to reduce the high plantar loading experienced by basketball players
Related Data for: LED spectral quality and NaCl salinity interact to affect growth, photosynthesis and phytochemical production of Mesembryanthemum crystallinum
No full textThe edible halophyte Mesembryanthemum crystallinum L. was grown at different NaCl salinities under different combined red and blue light-emitting diode (LED) light treatments. High salinity (500 mM NaCl) decreased biomass, leaf growth, and leaf water content. Interactions between LED ratio and salinity were detected for shoot biomass and leaf growth. All plants had Fv/Fm ratios close to 0.8 in dark-adapted leaves, suggesting that they were all healthy with similar maximal efficiency of PSII photochemistry. However, measured under the actinic light near or above the growth light, the electron transport rate (ETR) and photochemical quenching (qP) of M. crystallinum grown at 100 and 250 mM NaCl were higher than at 500 mM NaCl. Grown under red/blue LED ratios of 0.9, M. crystallinum had higher ETR and qP across all salinities indicating higher light energy utilisation. Crassulacean acid metabolism (CAM) was induced in M. crystallinum grown at 500 mM NaCl. CAM-induced leaves had much higher non-photochemical quenching (NPQ), suggesting that NPQ can be used to estimate CAM induction. M. crystallinum grown at 250 and 500 mM NaCl had higher total chlorophyll and carotenoids contents than at 100 mM NaCl. Proline, total soluble sugar, ascorbic acid, and total phenolic compounds were higher in plants at 250 and 500 mM NaCl compared with those at 100 mM NaCl. An interaction between LED ratio and salinity was detected for proline content. Findings of this study suggest that both salinity and light quality affect productivity, photosynthetic light use efficiency, and proline accumulation of M. crystallinum
Related Data for: Leadership across schools to diffuse an education innovation: Applying complexity leadership theory with ecological leadership
No full textThis paper examined leadership practices which supported the diffusion of an innovation in a cluster of schools in Singapore, through the lenses of complexity leadership theory (CLT) and ecological leadership. The approach is a qualitative case study, with the unit of analysis bounded by the innovation and a cluster of schools involved in the diffusion effort. The case study involved investigations mainly at four ecological levels: the ministry (macro), the cluster (exo), school/subject department (meso) and teacher (micro), involving nine observations of the cluster’s community of teachers in 2019, and interviews or focused group discussions with 33 participants, including ministry officers, school leaders, key personnel and teachers. Findings and Implications: The findings illustrate the diffusion of an innovation through the interactional dynamics of administrative, adaptive, and enabling leadership, how these three CLT roles were performed by formal and informal leaders, deliberately or emergent, and across ecological levels. These leadership roles enabled learning and adaptions across and within ecologies. The study also reinforced the importance of the moral and emotional aspects of leadership in providing teachers with the motivation and support to cope with changes. The affordances, challenges, and limitations in applying CLT are elaborated
Related Data for: Understanding sport coaches’ turnover intention and well-being: an environmental psychology approach
No full textObjective
The purpose of this study was to examine the role of environmental and personal factors in sport coaches’ well-being and behavioral intention. To be precise, this study measured how workplace social support, work involvement, and work satisfaction are associated with sport coaches’ well-being and turnover intention, adopting the framework of the environmental psychological model.
Design
A total of 519 responses were collected from sport coaches in Singapore. In this study, confirmatory factor analysis and structural equation modeling analysis were conducted using EQS 6.3 software.
Results
Results of structural equation modeling supported all hypothesized relationships, except the paths from work involvement to turnover intention and well-being. Additionally, this study found the indirect effects of workplace social support and work involvement on turnover intention and well-being.
Conclusion
This study provided an understanding of external and internal antecedents of sport coaches’ future behavior and well-being, ultimately benefiting sport organizations.</p
Related Data for: Orchestrating mathematics lessons: Beyond the use of a single rich task
No full textTeachers have several challenges when designing and implementing mathematically-rich tasks, and hence, these tasks are not prevalent in many mathematics classrooms. Instead, teachers often use typical problems, such as standard textbook tasks and examination questions, to develop students’ procedural fluency. This begs the question of whether, and if so, how teachers can think about, and use these typical problems differently to develop conceptual understanding. In this paper, we report findings drawn from a two-year design-based research project and highlight two teaching vignettes to illustrate how typical problems were used to orchestrate instructional activities. Our findings suggest three important principles for teachers to consider when using typical problems
Related Data for: The influences of ChatGPT on undergraduate students’ demonstrated and perceived interdisciplinary learning
No full textThe significance of interdisciplinary learning has been well-recognized by higher education institutions. However, when teaching interdisciplinary learning to junior undergraduate students, their limited disciplinary knowledge and underrepresentation of students from some disciplines can hinder their learning performance. ChatGPT’s ability to engage in human-like conversations and massive knowledge grounded in different disciplines holds promise in enriching undergraduate students with the disciplinary knowledge that they lack. In this exploratory study, we engaged 130 undergraduate students in a three-condition quasi-experiment to examine how ChatGPT influences their demonstrated and perceived interdisciplinary learning quality, as measured by their online posts and surveys, respectively. The content analysis results show that overall, students’ online posts could be coded into four interdisciplinary learning dimensions: diversity, disciplinary grounding, cognitive advancement, and integration. The means of the first three dimensions were close to the middle level (ranging from 0.708 to 0.897, and the middle level is 1), whereas the mean score of integration was relatively small (i.e., 0.229). Students under the ChatGPT condition demonstrated improved disciplinary grounding. Regarding their perceived interdisciplinary learning quality, we did not find significant differences across the three conditions in the pre- or post-surveys. The findings underscore ChatGPT’s ability to enhance students’ disciplinary grounding and the significance of further fostering their integration skills
Related data for: Provoking reflective thinking in post observation conversations
No full textWe present a micro-analysis of post observation conversations between classroom teachers and mentors. Using the approach of conversation analysis, we show how the sequential organization of an episode (i.e., who initiates the interaction, question format used by mentors) could potentially serve to provoke or hinder teacher reflection. Our analysis reveals the different stances adopted by mentor and teacher during potentially discomfiting episodes, the relationship between the structure of initial questions, and the impact of question types on elicited teacher responses/reflections. Implications for handling this type of interaction for more effective professional development collaborations are discussed
Related Data for: Effects of consecutive versus non-consecutive days of resistance training on strength, body composition, and red blood cells
No full textHealth authorities worldwide recommend 2–3 days per week of resistance training (RT) performed ∼48–72 h apart. However, the influence of recovery period between RT
sessions on muscle strength, body composition, and red blood cells (RBCs) are unclear.
Aim: Examine the effects of three consecutive (C) or non-consecutive (NC) days of RT per week for 12 weeks on strength, body composition, and RBCs.
Methods: Thirty young, healthy and recreationally active males were randomly assigned to 3 C (∼24 h between sessions) or NC (∼48–72 h between sessions) days of RT per week for 12 weeks. Both groups performed three sets of 10 repetitions at 10-
repetition maximum (RM) of leg press, latissimus pulldown, leg curl, shoulder press, and leg extension for each session. Ten RM and body composition were assessed pre- and post-RT. RBC parameters were measured on the first session before RT, and 0 and 24 h post-3rd session in untrained (week 1) and trained (week 12) states.
Results: No training × group interaction was found for all strength and body
composition parameters (p = 0.075–0.974). Training increased strength for all exercises, bone mineral density, and total body mass via increased lean and bone mass (p
Conclusion: Both C and NC RT induced similar improvements in strength and body
composition, and changes in RBC parameters.</p
Related Data for: Clinical pilates exercises for adults with chronic low back pain improves single-leg squat postural control and lumbopelvic-hip flexibility
No full textBackground
Pilates is a frequently used management strategy for chronic low back pain for its efficacy in pain relief and function. However, movement performance changes such as single-leg squat have not been studied. It is unclear if simple movement-specific Pilates exercises lead to changes in lower back or hamstrings flexibility. This study investigated the immediate changes in postural sway of single-leg squat, hamstrings flexibility and lumbar flexion flexibility after a brief session of Clinical Pilates exercises in adults with non-specific chronic low back pain.
Methods
Forty adults with chronic low back pain were assessed on single-leg squat postural sway, hamstrings flexibility and lumbar flexion flexibility. Participants were then assessed with Clinical Pilates assessment to identify movements that are easy to do and pain-free. Two to four Pilates exercises based on the identified movements were then prescribed as the intervention. A post-intervention assessment concluded the session. Repeated measures statistical test was used to study changes over time and between the problem and non-problem sides for postural sway parameters and hamstrings flexibility. Paired sample t-test was used to evaluate lumbar flexion flexibility changes.
Results
The participants showed statistically significant improvements on the problem side in three postural sway variables – vertical force variance, p < 0.001, η2 = 0.39, terminal knee flexion angle, p = 0.004, η2 = 0.19, and squat duration, p < 0.001, η2 = 0.29, hamstrings flexibility, p = 0.004, η2 = 0.2, and lumbar flexion flexibility, mean difference = 0.64 cm [95% CI: 0.49, 0.79] cm, p < 0.001.
Significance
A brief session of Clinical Pilates exercises enabled individuals with chronic low back pain to squat deeper and faster while maintaining the same level of postural stability
Related Data for: A web-based ionisation energy diagnostic instrument: Exploiting the affordances of technology
No full textThe internet is prevalent in society today, and user-friendly web-based productivity tools are readily available for developing diagnostic instruments. This study sought to determine the affordances of a web-based diagnostic instrument on ionisation energy (wIEDI) based on the pen-and-paper version, the Ionisation Energy Diagnostic Instrument (IEDI) that was previously developed and reported on. The Google Forms platform was used to develop the wIEDI and it allowed a degree of personalisation such that specific second-tier options are offered in response to the student's choice of answer in the first tier. Students could choose one or more reasons in the second tier or supply their own reasons, and they were asked to indicate their confidence in their choice of answer–reason combinations. The wIEDI was administered to 274 A-level students (257 Grade 11 and 17 Grade 12), and answer–reason combinations indicating alternative conceptions were highlighted only if 5% or more students expressed confidence in them in the third-tier confidence measure. The results showed that all the possible alternative conceptions of ionisation energy reported in the previous study were also identified in the present study. Additional alternative conceptions were indicated as new reasons had to be developed for many items in the wIEDI to ensure that there were sufficient reasons for each first-tier response, and students were allowed to choose more than one reason for their answer. The wIEDI better facilitated responses reflecting the consistency of the use of specific ideas in student thinking and provided direct evidence of students’ possible manifold conceptions and thinking within each question as well as across a range of questions. It also allowed easy collation of the comments students typed in response to the ‘Others’ and ‘I do not know the answer’ options. Thus, the study makes a case for researchers and teachers using such technology in the diagnostic assessment of students