KELAB PENDIDIKAN JASMANI BLOG

2010-03-02T10:28:00.002+08:00

http://docs.google.com/Doc?docid=0AUwlq9qIHMCZZGM3Y3Z4cWtfMDZjbXMyZGR0&hl=en

spe ed

2010-03-02T10:21:00.002+08:00

http://www.scribd.com/doc/124631/Introduction-to-ID

Sunset

2010-02-17T08:38:00.000+08:00

Sunset

PRACTICING FOR SPORTS - MIND IS MORE IMPORTANT THAN MATTER

2009-10-25T17:48:00.002+08:00

PRACTICING FOR SPORTS - MIND IS MORE IMPORTANT THAN MATTER

Brent S. Rushall (1997), a response to a question posed by Mr. Alan Roaf, Executive-director, Rowing Canada.

If one was to study for a degree in kinesiology, attend a coaches' clinic, or hear most sport scientists talking about improving elite athletes, usually talk will be predominantly about training (conditioning). Thresholds of various types, workloads, number of repetitions, and in-depth explanations of the physiological responses to exercise abound and dominate discussions. One could deduce from this emphasis that physical conditioning is the most important factor in determining elite performances. But is it?

At the Pre-Olympic Scientific Congress in Eugene, Oregon in 1984, it was the multiple Olympic Gold medalist and physiologist Dr. Peter Snell who opined that when athletes line up for an Olympic final their conditioned states will not discriminate them. Factors other than conditioning will cause one athlete to win over another. Could this be heresy? Why do most coaches still exaggerate the importance of physical conditioning as being the major secret for success at the elite level? The emphasis on physiological testing with national teams would suggest that sport scientists also attribute pre-eminent causality to physical conditioning for elite sporting success. If physical conditioning is not the most influential aspect of sport training then it is the area of sports science that is most popularly emphasized by practitioners and scientists alike. For most people that would be enough. Monkey see, monkey do, and since many monkeys do it must be right; conditioning is the key to success.

But is there another side to this one-sided approach to modern sport? Could there be other things that need emphasizing to produce a champion as Dr. Snell suggested?

The literature contains many studies about the physiology of sport and several generalizations are possible. Below are some of the things that are known about conditioning in sports.

1. In very unfit individuals any conditioning will produce changes in physiological variables up to a certain level of performance competency.
2. Beyond moderate performance competency only specialized conditioning will produce further performance improvements.
3. The body will become conditioned to the activity that is practiced (e.g., running on the flat does not condition one for hill running).
4. Despite extensive testing of elite athletes, measures of physiological capacities only discriminate between athletes of wide ability ranges. They do not discriminate between a relatively homogeneous group of elite athletes in the same sport.
5. An athlete can become so fit and no fitter, that is, an hereditarily defined ceiling level of physical capacity exists in all individuals. After maturation, no manner of training will change those levels.
6. There is a hint in the literature that physical conditioning during growth will extend the capacities of children and adolescents when compared to control groups. It is not known whether the usually inactive controls regress and thus make the trained individuals look better by comparison or whether the trained individuals actually have their natural abilities embellished.
7. The time to reach peak fitness is relatively short. Some have claimed four weeks for anaerobic adaptation and three months for aerobic adaptation. In mature individuals those times are even shorter. There are many modifying variables, such as initial level of fitness, which will alter any time estimate. However, to this writer's mind it seems that most national coaches think it takes 12 months to achieve maximum fitness which, of course, is incorrect.
8. It is possible for an individual to improve in fitness, as usually revealed by physiology tests, while performances do not change or even get worse. That phenomenon alone should indicate the lack of relationship between a fitness-test state and important performance.
9. Because of physiological and capacity differences, the physical training of maturing individuals, men, and women need to differ.
10. Fitness achieved in one activity will have, at most, a minimum amount of transfer to another activity. The popular notion of "cross training" is a hoax and an embarrassing collective display of misunderstanding. For example, it has been clearly shown that strength gains in one activity cannot be "re-educated" into another activity. This lack of "potential" transfer is supported by evidence in the physiological and motor learning literature.
11. Training on activities that are unrelated to an intended competitive performance results in maladaptation and coaches who emphasize such programs should be charged with "mal-practice."
12. An athlete must be specifically fit to achieve a peak personal-best performance.
13. Attempting to achieve "super" or "excess" levels of fitness for a sport which does not require the accommodation of extreme fatigue is inappropriate and diminishes the resources that could be applied by an athlete to more important aspects of training for the sport.
14. Exercise and hard-work is catabolic, rest and recovery is anabolic. Emphasizing working hard at the expense of post-training-session recovery is destructive to an athlete's well-being and suppresses improvement.
15. Current classifications of training are meaningless. Discrete classifications which give the appearance of precision are bogus. Research has shown that within a group of athletes, the nature of responses to a particular aerobic stimulus produces all forms of adaptation plus has no affect in some. Training in "zones," at heart rate levels to produce a particular training effect, etc. are delusional justifications for practice content. The general emergence of specific adaptations is not supported in empirical studies.
16. The overload, specificity, and recovery principles are paramount in the physical conditioning of elite athletes.
17. More training effort and volume is required to change a fitness state than to maintain one.
18. As a corollary to #17, fitness is not necessarily lost in a very short time.
19. Too much training, whether specific or non-specific, is harmful.

There are other generalizations similar to these which could be stated. A problem with them, as with those above, is they are correct but contradict much "modern" training theory and conditioning practice at the highest level, particularly in the sports of rowing and swimming.
There is no doubt that physiological changes result from extensive conditioning, BUT THOSE ARE NOT THE ONLY CHANGES OR MECHANISMS INVOLVED IN THE TRAINING RESPONSE.

Many features of initial "physiological adaptation" are actually adaptations by the central nervous system (CNS) to use existing resources better. No physiological changes happen but improved performances and athlete reports of increased well-being commonly occur.
For example, as much as nine percent of endurance capacity increase is due to the trainability of the respiratory muscles. Those muscles do not change immediately in a physiological sense because their initial adaptation is neural. Recent research has suggested that an average of nine exposures to an aerobic overload are required before the load should be altered to the next step increase. So if the physiology is not or is hardly changing, it must be the CNS which is adapting to produce better skill of breathing, more economical leverage, etc.

It has long been recognized that in the strength training response the onset of hypertrophy requires anywhere from four to six weeks of intensive training. But by that time almost 100% of strength gains in an exercise are achieved. It is the CNS adaptation which produces the change. The athlete has used existing resources and refined the SKILL of the exercise to produce the strength change. Even when the physiological changes associated with long-duration and intense strength training programs become evident, strength performances only improve marginally more.

The proposal being presented here is that it is the CNS adapting to exercise and using already existing resources that constitutes most fitness and performance improvements in high-performance athletes. When mitochondria multiply and capillarization increases to maximum levels further training does not continue to increase these mechanisms.
There is a caveat to the former paragraph. In March of 1996, a group of USOC physiologists reported that the US Men's Rowing Eight was still adapting aerobically in their training. This improvement was not reflected in the US boat's continued decline in performance in international races. An alternative explanation for these observed improvements was that the athletes were demonstrating a training effect on the ergometer test being used, an activity unrelated to the level of performance being aspired to by the rowers in their boat. They were getting better at the testing activity but unfortunately, that had very little relevance to the matter at hand which was to row a boat fast. It is possible that in many physiological testing programs "improvements" are test-activity improvements and not real competition-relevant improvements. This possibility is supported by the low predictive validity of physiological tests for high performance levels.

The physical stimulus of fatigue (overload) will cause physiological responses in some individuals. If an athlete is not conditioned to his/her ceiling level, the mitochondria, aerobic capacity, thresholds, etc. could all change ("improve"). However, those changes are indiscriminate. They will occur whether the technique of the sport is good or bad. There is little doubt that after a full year of college rowing that a boat that finishes a minute behind a champion is likely to be as fit as the winner, but their skill levels most probably would be very different. So capillaries will grow, mitochondria will increase, red blood cells will increase in number, and plasma volume will increase whether a crew/swimmer/cyclist/runner has good or poor technique.

If one will accept a big assumptive step it is advocated that fitness without good technique is wasted fitness. Thus, a skilled athlete who is energized by maximum fitness will always beat a more poorly skilled athlete who is also energized by maximum fitness. SKILL BECOMES A DISCRIMINATING FACTOR IN HIGH LEVEL PERFORMANCE. What is it that governs skill? It is the CNS and the representation of movements in the brain.

Thus, training hard and diligently without the neural patterns that govern good competition-appropriate skill is a relatively futile pursuit. The modifier of this proposal is that most coaches should know good from bad skill and how to produce those desirable techniques. THAT IS A BIG STRETCH OF THE IMAGINATION! In some sports, understanding of technique is so poor that performances are actually regressing and "improvements" generally come only from rule changes. The sport of swimming comes to mind. Only one freestyle event at the Atlanta Olympic Games surpassed the performances registered four years earlier in Barcelona. The four extra years of practice between the two Games had only caused performers to regress, not improve. There must have been a lot of practice that was not particularly beneficial.

The essential thesis of this discussion is that the brain's movement representations must guide physiological work in a beneficial and efficient manner for valuable gains to be achieved through practice. Much emphasized practice that is uneconomical can be wasted practice. A case could be made that if uneconomical or maladaptive practice is stressed enough then the competing dominance of the conditioned strength of the competition-inappropriate neural patterns (movement representations) will inhibit more economical and better forms of performance.
The representation of movements in the brain is different between beginners and elite athletes. Beginners use "schema" to cognitively control their way through a performance. By contrast, elite athletes want movements to be automated and not involve "conscious effort." If that is true, then the research that was prevalent more than 50 years ago still holds true today. Movement patterns are represented in the brain of individuals when automated performances occur. The automated movement patterns are invoked, the muscles and levers of the body respond, the energy systems fuel the exercise, while the athlete thinks of strategy and the cognitive demands of the competition. Thus, AUTOMATED NEURAL CONTROL IS PARAMOUNT FOR A HIGH-LEVEL PERFORMANCE. Few coaches realize just how exquisite discriminated movements can be. They differ at the fiber level, the synchronization of sequences, patterns of stimulation, etc. A performance at 90% effort is to all intents and purposes totally foreign to a 100% effort in the same "activity" (they really are not the same activity but very different and discrete exercises). Rowing and swimming coaches commonly prescribe work at percentages of race-pace speeds with a resulting lack of appropriateness and benefit being obvious.
Enough! Training responses are initiated, determined, and dictated by the brain. Without attention to the control of thought processes, which have not even been considered in this treatise, or attention to the encoding of exact movement patterns, many athletes will be trained inappropriately.

Fitness is good. Fitness is necessary. But it is only valuable for athletic performance when it is developed in concert with mechanically efficient movement patterns which are encoded to high levels of automaticity in the athlete's brain.

Training for fitness alone is likely to yield maladaptation. Training to energize the repetitive performance of good movement patterns is likely to yield rewarding improvements and in those with ability, performance excellence. As implied above, a complicating factor is whether swimming and rowing coaches know what are good movement patterns.

The implication for coaching? When performance, such as swimming or boat speed is important, if athletes are not rowing or swimming with good technique, stop them, give them a rest, and start again with good technique. That technique has to be specific to the desired competitive speed.

This proposal does not state that there is no place in training for work other than race-pace specific work. Specific work is necessary to achieve high levels of performance and often, performance improvements. Training at slow paces also has some benefits. It:

1. improves the aerobic system which will allow a greater volume of both non-specific and specific training to be tolerated,
2. facilitates faster lactate clearance in recovery as well as general recovery from fatigue, and
3. facilitates lactate resynthesis during exercise in the non-propulsive muscles such as the legs in swimming and the overall physique in the rowing recovery.

Slow swimming and rowing is auxiliary training and establishes a base for more specific work.
Studies have shown that race performances in running are slowed when training is slower or faster than intended race pace. Neurologically non-specific training does not promote elite performance. Remember, elite athletes and their training principles are different to non-elite individuals. There is no doubt that long slow swimming or rowing will help low-level performers swim or row less slowly but at the high-performance end of the continuum when speed is sought its continued exaggeration is a hindrance.

What has to be shelved is the notion that all physical practice contributes to a race performance. Only a very small amount of physical training does and that is superimposed on a general level of fitness which is insufficient for a very high-level of performance. The problem is that few swimmers get out of the general trained state (the "Athletic State" as Bompa called it) because of their general training and so cannot perform in a much improved manner. One could propose that constant general training is the reason why many swimmers are not improving including the "immortal" Alexandre Popov whom I believe has only recorded one 100 m time faster than Matt Biondi did 10 years ago.

In the sport of swimming, not only is constant overtraining institutionalized but so is the perpetuation of non-specific and irrelevant activities. Swimmers spend a tremendous amount of time doing the wrong things but since that is a minority opinion . . . . Rowing, at least in the USA, seems to be going the way of swimming.

This question can be posed; "When will the current trend in training philosophy and practice reach the 'Dead-end' sign and be altered to better serve athletes?"

When boat or swimming speed are desirable, train the brain to automate exquisite appropriate movement patterns. Gold medals are given for rowing or swimming fast. No medals are awarded for the best developed aerobic capacity, the densest mitochondria, or the number of capillaries per cross-sectional area of muscle. Few rewards occur when the test results for an anaerobic threshold are read. VO2max does not earn a seat in a boat or a place on a swimming relay team. Good technique in a specifically fit athlete is what is rewarded in these two sports. The brain will determine that.

PERFORMANCE INFORMATION FEEDBACK - A NECESSARY INGREDIENT FOR SKILL LEARNING

2009-10-25T17:47:00.000+08:00

PERFORMANCE INFORMATION FEEDBACK - A NECESSARY INGREDIENT FOR SKILL LEARNING

[Extracted from Rushall, B. S., & Siedentop, D. (1972). The development and control of behavior in sport and physical education. Philadelphia, PA: Lea & Febiger. (pp. 55-63)]

A consequence that is of great importance in the acquisition and maintenance of motor behaviors is information feedback (IF). IF has been defined as information resulting from a response (Fitts and Posner, 1967). The theoretical function of IF in skilled performance is still a matter of dispute. Skinner (1969) has recently suggested that IF should not be used as a synonym for operant reinforcement. Learning theorists, on the other hand, have begun to pay particular attention to the motivational properties of IF (Fitts and Posner, 1967; Anokhin, 1969; E. A. Bilodeau, 1969). A discussion of the feedback/reinforcement properties of performance information is presented in Chapter 10. The reader is encouraged to take this discussion into account when examining the more practical features of IF presented in this section. Coaches and teachers have the power to control at least some features of IF. These features act as secondary reinforcers.

Theorists are in complete agreement that IF is essential for skilled performance. After reviewing a number of studies that manipulated various sets of feedback factors, Bilodeau concluded the following about the frequency of information feedback.

"This appears very clearly in the need for IF in improving and sustaining performance, or in three repeatedly demonstrated empirical effects: performance fails to improve unless IF is introduced; performance improves with IF; and performance either deteriorates if IF is withdrawn, or shows no further improvement." (I. McD. Bilodeau, 1969, p. 260.)

Such a conclusion is, in itself, of importance to physical educators as it suggests that learning environments in sport and physical education can be improved by focusing on the frequency and clarity of IF.

A variety of descriptions exist about the forms of IF derived from performance of a skilled act. For purposes of this text, IF will be categorized using the framework suggested by Holding (1965).

There are two main types of IF: intrinsic and artificial. Intrinsic IF refers to information that is inherent in a task. In tennis, for example, the lines on the court provide information as to whether a shot was good. The net and markings of the service area provide information as to the efficacy of a serve. The primary role of intrinsic feedback is that it allows the performer to evaluate a response. It provides a frame of reference so that errors in response can be detected and attempts made to correct them. It is this discrepancy (error) between the actual response and the desired response that acts as input for the next response, and it is in this sense that theorists talk about feedback loops. It is obvious that some sports activities provide a great deal of intrinsic evaluative feedback. This is true of tennis, bowling, badminton, and golf for example. Others such as track running events, swimming, and dance provide very little.

Intrinsic IF refers also to the normal organic sensations which occur during and following a physical performance. These sensations arise through kinesthetic stimulation and provide cues about the rate and location of movements. They are important for attempts at replicating successful responses. Typically, when a response achieves a desired end the performer attempts to "do the same again." Kinesthetic IF provides cues which indicate to the performer the amount and type of movement that has been performed.

Although kinesthetic IF is an important variable in most motor learning theories it is difficult for the teacher or coach to use. It is potentially available through manual manipulation of the performer by the teacher. When the limbs and bodily positions of a performer can be manipulated by the teacher, some form of kinesthetic IF is produced. The idea, quite simply, is to have the learner experience the "feel" of proper form. Beginning swimmers can be handled in the initial stages by having the instructor rotate their arms, turn their heads for breathing, hold them in a horizontal floating position, and move their legs in a flutter kick. Young children who lack the facility for verbal comprehension are also aided through manual manipulation. Lawther (1968) suggested that this is also a useful technique when instructing aged or handicapped performers.

Certain kinds of training devices also create situations in which a learner may experience the kinesthetic feedback associated with an acceptable form of movement. The safety belt in gymnastics allows the learner to experience the kinesthetic IF from rotary movement without the fear of disastrous consequences. Basketball teachers have for years used "blinders" as an aid to teaching higher levels of skill in dribbling. The blinders prevent the learner from looking down, thus minimizing the visual IF of seeing the hand control the ball. With the visual IF minimized, the learner is forced to attend to the kinesthetic IF, thus developing the ability to dribble by "touch."

Manual manipulation is obviously of limited usefulness simply because only one performer can be manipulated at a time, thus making the technique inefficient in terms of time-cost. It seems to be most useful with normal learners when other methods have been attempted and have not produced the desired results. Training devices which require the performer to approximate a desired topography (form) offer a much more fruitful approach to the problem of kinesthetic IF. It should be hoped that physical educators will experiment with various kinds of training devices especially in those activities where the amount of intrinsic evaluative IF is minimal.

Practices already exist in coaching and teaching skills which can provide the performer with a "feel" for a particular action. This "feel" refers to the kind of kinesthetic IF which is associated with the final desired level of skill. The method for providing this IF has several characteristics:

the activity is graded into developmental steps,
each step provides successful execution, and
each step more closely approximates the final action.

These features will be discussed more fully in Chapter 7. [See sections on "shaping" in this issue of Coaching Science Abstracts.]

Artificial IF refers to information that is not usually available in the performance of a task. This is extra information that is added by the teacher for training purposes. It is also often referred to as augmented feedback. The most common form of artificial IF is evaluative comments by an instructor. Whenever a teacher or coach suggests a change in form or comments on a particular response, the information provided comes under the classification of artificial IF. While being of importance in many teaching situations, the limitations of verbal IF are obvious. Feedback can be supplied to only one learner at a time and the teacher's attention must be focused on the one learner for a minimal period of time in order to evaluate the performance.

The potential importance of artificial IF for teaching in physical education and sports is in finding ways of providing extra performance information to many learners during or immediately after their performances. As such, the use of pacing machines, ergometers, metering devices, and other evaluative tools merits a great deal of investigation.

Results of research dealing with the effectiveness of artificial IF have not been too encouraging. Many studies find that performance is increased while the artificial IF is present but deteriorates once it is removed (E. A. Bilodeau, 1969). This kind of result has been particularly prominent in motor skills research. Research in other fields has yielded more optimistic results for the potential of artificial IF (Collier, 1971). Holding (1965) has spoken quite succinctly to the problem of the permanency of IF.

The difficulty about putting in artificial knowledge of results is that its effects may not last after its removal. Eventually the learner must come to rely upon the intrinsic cues. There is no point in learning to rely upon information which will not be there when training is finished. The success of techniques of augmenting feedback will depend upon whether they call attention to the intrinsic cues or make possible control of the relevant responses in a way which can later be taken over by the intrinsic cues.

It appears that the task of the teacher and coach is to find forms of artificial IF that will increase performance during training and allow for transfer to intrinsic IF sources which will in turn maintain performance at high levels after training. The operant strategies that follow in later chapters address this problem directly.

A second level at which IF types may be categorized is concurrent or terminal. Concurrent IF refers to information that is available during the performance of a task, that is, while a response is being made. Intrinsic kinesthetic IF is of the concurrent variety as is the information provided by the speedometer on a car or the self-monitoring of the pace of a runner by a clock that is always within the visual field. Terminal IF refers to information that arises as a result of a completed response. It is often referred to as knowledge of results (KR). Arrows in a target and the success or failure of a jump shot are examples of terminal IF. It would appear that terminal IF is of great importance for the learning of individual skills such as the volleyball serve, tennis forehand, or football punt. Research has been quite consistent in revealing that terminal IF is not only important to the learning process, but, indeed, is a necessary condition for any learning to occur.

It would be beneficial if the higher performances developed with concurrent, artificial IF could be maintained after the training period. It would appear that the best method by which to accomplish this would be to gradually transfer control of the behavior from the artificial source to the intrinsic IF source in a manner similar to the procedure known as stimulus fading. Siedentop (in press) attempted to do this when having subjects learn to walk at a particular pace around an oval course. The "fade" group started out with full concurrent artificial IF, that is, the elapsed time from the start of each trial was communicated verbally to them. The frequency of the artificial verbal IF was gradually reduced until during the final training sessions the subjects received only terminal IF. Throughout the training period the faded IF was sufficient to maintain a very high level of performance, but during the transfer sessions when no IF was available this group did not perform as well as another group that had been trained under terminal IF conditions. This study demonstrated the difficulty of transferring artificial KR control to intrinsic IF cues. Methods need to be found for doing this. It seems to be possible in some situations (Rushall, 1970) but difficult in others.

A third level of categorization of IF should be mentioned briefly. This is immediate or delayed IF. With animal subjects IF must be reasonably immediate for learning to occur, but with human subjects terminal IF can be delayed somewhat without hindering the acquisition of skill (Annett, 1969). The same is not true, however, for concurrent feedback. Any recognizable delay in concurrent feedback virtually destroys the subject's ability to perform. This phenomenon is most dramatically displayed in experiments dealing with delay of concurrent feedback in speech. In such an experiment the performer most often stutters, slurs words, and acts generally as if inebriated (Lee, 1950).

Although there has been much research done in the area of feedback during the past decade many questions remain unanswered and a great deal of creative work must be done in applying the results of feedback research to the teaching of sports skills. Most importantly, what is known is that improvements in performance are directly related to the availability of IF, and when IF is removed performance most often deteriorates. It is also obvious that artificial IF will be important to the degree that it calls attention to intrinsic IF that will maintain the performance level after the artificial IF has been removed. There is also still much to be learned about the effects of different amounts and specificities of IF.

It is the task of the teacher and coach to apply the results of research intelligently and creatively. In many present situations in physical education and sports the level of IF is notoriously low, especially when one considers its basic importance in the learning process. Some activities do provide instant results. A jump shot is either successful or unsuccessful. The shooter is even able to see if his attempts are more closely approximating success. A golfer receives rather clear IF as does the archer, place-kicker, and bowler. Activities which are tests of accuracy generally provide enough IF for an individual to improve considerably over time without the aid of a coach. The reinforcement (IF and self-evaluated improvement) gained from performance is sufficient to maintain the practice behavior of an individual for long periods of time. Likewise, it is generally not difficult to get students and athletes to practice activities which provide this kind of evaluative intrinsic IF.

Although this kind of trial-and-error learning is made possible because of the intrinsic IF, it is most certainly not an optimal learning environment. The golfer may hit the fairway with his drive on one hole and slice badly on the next. It is difficult for him to learn why the one shot was successful and the other not. Through repeated attempts to reproduce the movement pattern associated with the correct drive he may develop a more consistent, acceptable performance. On the other hand, he may not. For one thing, the learner in this situation gets no IF about his form (topography). For him to systematically attempt to change the topography of his response without outside aid is virtually impossible. He needs the helpful comments of an instructor and/or the visual evaluative IF supplied by a videotape replay of his swing. Coaches and teachers perform a vital role in developing the topography of behavior.

Another problem occurs with young learners. The fact is that good results for a beginner may not always shape a response that will be useful in the long-run. The young basketball player may have to adopt a rather unique form in order to generate enough force to shoot the ball up to a 10-foot-high basket. In a trial-and-error situation the intrinsic IF (making or missing the shot) for this youngster might shape a response that will not be very useful when he gets older and wants to compete at higher levels of skill. In such situations there are two possible solutions. The first would be to adapt the learning environment to the developmental level of the learner so that the IF would shape responses which are more nearly acceptable, that is, lower the basket and use a smaller ball. The second would be to have the learner ignore the IF and concentrate on some other source of IF. The latter solution does not seem promising because results are usually strong secondary reinforcers.

There are also a great many activities which call for long periods of training but do not have much intrinsic evaluative IF. Swimming, track running, and rowing are examples of such activities. In the sheer repetitive training situation, performers need some kind of artificial IF (usually standards of some type) to control and evaluate their performances. The cross-country runner will not improve as quickly as he/she should if he/she is simply told to run 6 miles for practice and is not provided with any IF about the standard of performance.

The problem is even more acute when one considers skill learning rather than work output. Suppose, for example, that a swimming coach attempting to make a slight change in technique, tells the swimmer to push back further at the end of the freestyle arm pull. The swimmer then swims to the other end of the pool executing perhaps 30 responses but receiving no artificial IF about the success of attempts. This is an inefficient use of time, is potentially harmful to the swimmer's performance if done incorrectly, and violates a basic principle of learning. The coach should have devised some method which provided information about the success or failure of each swim stroke. Unfortunately, the situation is rather typical of attempts to change behavior in physical education and sport.

Consider the track runner who is told to run with a lower arm carry and to try that new technique for a certain distance. The athlete then attempts to perform what he/she thinks is the correct interpretation of the coach's instructions. In the meantime, the coach has turned attention to another athlete while the practicing athlete receives no IF about performance of the new technique. This kind of minor change in technique can be accomplished quickly if IF is available at all times during the initial period of change and intermittently thereafter (see Chapter 7).

Learners in a physical education class usually get even less IF due to the large numbers in such classes. Take, for example, the common situation in which the teacher instructs the class as a whole on how to execute a skill such as the backhand drive in tennis. Students are then dispersed over a wide area to practice what they have just "learned." The usual result is that a variety of techniques is displayed by the students and many fail to change in the desired direction during the time spent in class. This is due primarily to the inadequate level of IF available to the learners. Many students adopt strategies that, while affording them some immediate success, prevent them from ever developing the desired level of skill. This happens quite simply because the only IF available to them is the intrinsic KR of whether the shot goes over the net and stays within the boundaries of the court. They tend to adopt strategies that bring about this desired result even if such strategies are not in the direction of the model provided by the instructor. A further problem is created in these situations because once an inappropriate strategy is learned it becomes resistant to change. A great deal of investigation is needed to develop new kinds of IF systems and techniques that will be useful for large group instruction. It is obvious that the teacher or coach cannot develop an efficient learning environment if he is the only source of artificial IF.

An example of the effective use of IF was given by Rushall (1970). The task was to change certain aspects of the technique of a highly skilled swimmer. As has already been mentioned, the difficulty with such a learning task is finding a method by which IF can be made contingent on each response of the learner. Since the intrinsic IF in swimming is not nearly precise enough to bring about the desired changes, some form of artificial IF was necessary. A simple, adequate device for providing IF was a direct-light beam flashlight that was portable and hand-operated. A precurrent training session established the absence of the light as the signal that the new technique was being correctly executed. The presence of the light, on the other hand, indicated an error. The subject in this case was swimming the butterfly stroke. It was possible to stand at one end of the pool and direct the light beam at the swimmer's eyes so that on every breathing phase the swimmer received IF. If three consecutive incorrect responses (stroke cycles) were made, the swimmer stopped for further instruction. In this manner the new techniques were shaped rather quickly. Many repetitions of an undesired response were avoided. Interestingly, this method of providing artificial IF also allowed the swimmer to learn the intrinsic IF cues that were associated with the new techniques. Because of this the swimmer's improved performance continued after the artificial IF was removed.

Another instance can be cited in rowing, where coaches for some time have used megaphones and microphone systems to provide IF to athletes while they are performing. In this case the system was automated one step further. The speed of the boat was monitored by a sensing device attached to it. When the boat achieved a desired speed, a bell was sounded for a short period during each stroke. The boat speed was calculated to be fast enough to win a race and the device was set. The task for the oarsmen was quite simply to keep the bell ringing. Under these conditions the crew rowed faster than they ever had before, even in competition. When the artificial IF was removed, however, the performance returned to previous levels. Evidently the artificial IF had been such that it did not allow for transfer to intrinsic IF sources.

For performance tasks in which the evaluative criteria are fairly simple, automated IF systems will maximize the efficiency of the learning environment. If, for example, force is the desired goal for football lineman in blocking, then accurate, reliable, and immediate IF can be provided by rigging a force plate to a blocking sled. With such a device, practice behaviors could be controlled and new techniques could be learned more quickly.

It is much more difficult to automate IF systems for skills in which the evaluative criteria are more complex. The task of coaching techniques and skills is difficult to evaluate mechanically. The coach is the one who decides whether each repetition of an operant is correct. Even with this limitation, however, the mode of communicating IF should not be difficult to develop. In this case it is the system by which the IF is administered that is important. It must always be kept in mind that changes in behavior are brought about through the consistency and frequency of the IF-reinforcer.

The theoretical differences between the concepts of information feedback and reinforcement are difficult to sort out and these have been treated separately in Chapter 10. What is important to recognize here is that in many cases peculiar to sports and physical education IF is the most effective secondary reinforcer available for the maintenance and development of skilled behaviors. Many learning and training environments could be vastly improved by paying particular attention to the amount, specificity, and frequency of the IF available to the individual performer.

References

Annett, J. (1969). Feedback and human behavior. Baltimore, MD: Penguin.
Anokhin, P. K. (1969). Cybernetics and the integrative activity of the brain. In M. Cole (Ed.), A handbook of contemporary Soviet psychology. New York, NY: Basic.
Bilodeau, E. A. (1969). Supplementary feedback and instructions. In E. A. Bilodeau (Ed.), Principles of skill acquisition. New York, NY: Academic.
Bilodeau, I. McD. (1969). Information feedback. In E. A. Bilodeau (Ed.), Principles of skill acquisition. New York, NY: Academic.
Collier, R. L. (1971, April). Brain power, the case for biofeedback training. Saturday Review, 10 April, 10-13, 58.
Fitts, P. M, & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks/Cole.
Holding, D. H. (1965). Principles of training. Oxford, England: Pergamon.
Lawther, J. (1968). The learning of physical skills. Englewood Cliffs, NJ: Prentice-Hall.
Lee, B. S. (1950). Effects of delayed speech feedback. Journal of Acoustical Society of America, 22, 824-826.
Rushall, B. S. (1970). Some applications of psychology to swimming. Swimming Technique, 7, 71-82.
Siedentop, D. (in press). Effects of faded feedback on acquisition of a pacing skill. Unpublished paper, The Ohio State University, Columbus, Ohio.
Skinner, B. F. (1969). Contingencies of reinforcement. New York, NY: Appleton-Century-Crofts.

Enhancing the learning of sport skills through external-focus feedback.

2009-10-25T17:44:00.000+08:00

Enhancing the learning of sport skills through external-focus feedback.

Full Abstract

The authors examined how the effectiveness of feedback for the learning of complex motor skills is affected by the focus of attention it induces. The feedback referred specifically either to body movements (internal focus) or to movement effects (external focus). In Experiment 1, groups of novices and advanced volleyball players (N = 48) practiced "tennis" serves under internal-focus or external-focus feedback conditions in a 2 (expertise) x 2 (feedback type) design. Type of feedback did not differentially affect movement quality, but external-focus feedback resulted in greater accuracy of the serves than internal-focus feedback during both practice and retention, independent of the level of expertise. In Experiment 2, the effects of relative feedback frequency as a function of attentional focus were examined. A 2 (feedback frequency: 100% vs. 33%) x 2 (feedback type) design was used. Experienced soccer players (N = 52) were required to shoot lofted passes at a target. External-focus feedback resulted in greater accuracy than internal-focus feedback did. In addition, reduced feedback frequency was beneficial under internal-focus feedback conditions, whereas 100% and 33% feedback were equally effective under external-focus conditions. The results demonstrate the effectiveness of effect-related, as opposed to movement-related, feedback and also suggest that there is a need to revise current views regarding the role of feedback for motor learning.

Acquisition and Performance of Sports Skills provides students with the theoretical and practical background that is necessary for an understanding of the basics of skill acquisition and performance. This understanding is founded on the student's existing knowledge of sport and leads into the subject, using a student centred, problem-solving approach. The first half of the book examines the nature of sports performance and the second skill acquisition. There is a debate among researchers into psychomotor learning: the ecological versus the cognitive approach. Because this book is aimed clearly at students taking a first course in the subject the author includes examples from both schools of thought thus ensuring a balanced approach.

looks at skill acquisition firmly within the context of sports performance
takes students' practical experience as a starting point then clearly explains the underlying theories
presents both cognitive and ecological approaches to the subject to give a balanced view
excellent pedagogy including problem-solving tasks, practical experiments and revision notes at the end of chapters

Written by an author with many years teaching, research and practical coaching experience, Acquisition and Performance of Sport Skills proves invaluable for students of sport and exercise science taking a first course in skill acquisition, motor learning and/or motor control.

looks at skill acquisition firmly within the context of sports performance
takes students' practical experience as a starting point then clearly explains the underlying theories
presents both cognitive and ecological approaches to the subject to give a balanced view
excellent pedagogy including problem-solving tasks, practical experiments and revision notes at the end of chapters

Considerations for giving feedback on skill performance

2009-10-25T17:40:00.002+08:00

Considerations for giving feedback on skill performance
By Craig Wrisher

Descriptive and Prescriptive Feedback

When giving athletes extrinsic feedback about their technical skills, you can either tell them what you saw (descriptive feedback) or tell them what you think they need to do based on what you saw (prescriptive feedback). For example, if you observe a basketball player not following through on her jump shot, you might say, “You didn’t follow through.” Although this type of descriptive feedback is satisfactory for experienced players who know what a correct follow-through is like, it may not be sufficient for inexperienced players who aren’t sure how to make the necessary correction. Therefore, when you want to alert athletes to the types of corrections they must make to improve some aspect of their performance, you should provide them with prescriptive feedback. You might tell an inexperienced basketball player to flex her wrist more forcefully as she releases the ball. That way she would have an idea of what she needs to do to improve the follow-through on her jump shot. In essence, prescriptive feedback represents another example of attention-focusing instructions (discussed in chapter 7). To provide helpful prescriptive feedback, you must be able to both detect errors in athletes’ performance (e.g., see an incomplete follow-through at the end of a jump shot) and offer possible solutions for the problem (e.g., flex the wrist more forcefully at the point of release).

Practical Considerations for Giving Feedback

You might find some practical considerations helpful when providing extrinsic feedback. These include when to give feedback, how much feedback to give, how often to give it, and how detailed to make it.

When to Give Feedback

As long as athletes are attending to relevant sources of intrinsic feedback, they don’t need (or usually don’t want) additional information from you. Therefore, a good rule to keep in mind when considering when to give feedback is “When in doubt, be quiet.” Recent research indicates that people profit more from feedback when they ask for it than when someone else (e.g., instructor, coach) decides they need it. Interestingly, these studies also show that learners are able to improve their skills with relatively little extrinsic feedback. In one study, participants who were instructed to ask for extrinsic feedback whenever they wanted it asked for it less than 10 percent of the time. Moreover, most of their feedback requests occurred during their first few learning sessions. These findings suggest that you should resist the temptation to provide assistance more frequently and instead allow athletes to practice their skills on their own. Of course, the more difficult the technical skill, the more likely they will want your feedback.

Least helpful for athletes is extrinsic feedback that is virtually identical to their intrinsic feedback. A gymnast who stumbles forward at the end of a dismount doesn’t want to hear the coach say, “You over rotated on your dismount.” Therefore, your goal should always be to provide feedback only when athletes are unable to pick it up on their own. If the gymnast asks why she keeps over-rotating, this indicates that she does not know the reason and needs extrinsic feedback. If you have established good communication with your athletes, you should be able to discern when they need feedback and when they don’t. Moreover, if your athletes enjoy open communication with you, they are more likely to request extrinsic feedback when they need it.

Since all learning involves some sort of problem solving, the most helpful feedback you can provide points athletes toward relevant sources of intrinsic feedback. For a softball batter, that feedback might be to focus on the feel of a level swing or on the relationship between the position of the hands and the direction of the batted ball. Once athletes are able to identify relevant intrinsic feedback on their own, they will need even less extrinsic feedback from you. Program feedback is more important during the beginning stage of technical skill practice when athletes are getting the general idea of the relative timing pattern of a movement, while parameter feedback is more important after athletes demonstrate that they can produce the fundamental pattern on a consistent basis.

The games approach to practice suggests that athletes need to be given the opportunity to develop their skills in an independent fashion and engage in their own problem solving. Only when they appear to be at a dead end in their search for solutions or when they stop practicing and ask for your assistance should you offer feedback. The powerful aspect of this approach is that it allows you to capitalize on those teachable moments when athletes are motivated to hear what you have to say and more likely to incorporate it after they do.

How Much Feedback to Give

The most important principle to remember when it comes to deciding how much feedback to give is “Keep it simple.” Simple, however, does not mean simplistic. On the contrary, your feedback should provide athletes with the most helpful information possible. Keeping extrinsic feedback simple means giving athletes the type of feedback that is most relevant at a particular moment. In other words, quality is more important than quantity. That way you will direct athletes’ attention to the most important information without overloading them. For example, a beginning soccer player may need performance feedback about the rhythm of his leg swing during the kicking action rather than feedback about the various ways to change the speed and direction of his kicks.

The amount of feedback that is just right also depends on the experience level of the athlete. Extrinsic feedback for a beginning volleyball player should be restricted to one or two specific aspects of performance. If the player is learning how to set the ball, you might tell her to “keep your hands more relaxed” or “bend your knees a bit more” or “watch the ball.” However, once the player has acquired the basic movement pattern for setting, you could tell her to “keep it softer and smoother” because the player would then know that “softer and smoother” means relaxing the hands, positioning the body, and anticipating contact with the ball.
Since athletes usually have more difficulty making program adjustments than parameter adjustments, be sure to make your program feedback simpler than your parameter feedback. A football quarterback might need to be told simply to “flick the wrist a bit more” (program feedback) to help him acquire the fundamental relative timing pattern for the forward pass. However, once he demonstrates a more consistent throwing pattern, the player could handle a more complex parameter feedback statement such as “Use more force and release the ball earlier,” which would help him throw the ball farther.

Another way to increase the amount of feedback you provide without overloading athletes with too much information is to use summary feedback or average feedback after a practice session. Summary feedback tells athletes how they performed on each of several practice attempts, while average feedback highlights general tendencies in their performance. For a long jumper’s last five jumps, summary feedback might be that his plant foot landed beyond the takeoff board on his first, third, fourth, and fifth jumps and on the takeoff board during his second jump. Average feedback for the athlete might be that his plant foot landed slightly beyond the takeoff board for the five attempts. An important issue to consider when giving summary feedback or average feedback is the number of performance attempts to include in the feedback statement. Generally speaking, the more complex the technical skill or the less experienced the athlete, the fewer attempts you should include in the feedback.

How Often to Give Feedback

Recent research suggests that more frequent feedback is not necessarily better when it comes to promoting skill development. In fact, many studies have shown that practicing without extrinsic feedback can actually be more beneficial than practicing with it. Possible reasons for performance improvements in the absence of extrinsic feedback are that learners are forced to do more of their own problem solving and they devote more of their attention to available intrinsic feedback. For example, a baseball outfielder practicing his throws to different bases begins to notice the flight path of the ball, see how close to the target it comes, and feel the sensation of the throwing action. He also begins to recognize errors in his performance and think about ways to adjust his throws. The outfielder might also learn that, tactically speaking, throws need to be directed to the cutoff player so they can be caught and thrown to another base if necessary.

Another problem that arises when feedback is presented too frequently is that athletes become dependent on it. Let’s say, for example, that the outfielder hears feedback after each of 10 throws to different targets. If the feedback is “Keep the ball lower,” what do you think the player will try to do on his next throw? Keep the ball lower. If he hears “Follow through better,” he will attempt to follow through better on the next throw. In other words, each time the player receives extrinsic feedback, he immediately tries to incorporate the feedback on the next throw. The problem is that by making these moment-to-moment corrections, the player is unable to achieve much stability in his performance. As a result, he doesn’t learn as much about the relationship between what he is doing and the result that he is getting. Although the outfielder’s performance may appear to be improving with more frequent extrinsic feedback, he is probably not learning why this is the case. When he ceases to get extrinsic feedback, the player’s performance is likely to regress to its previous level.

In light of the pitfalls of too frequent feedback, you need to decide how often to provide it in order to facilitate rather than impair your athletes’ skill development. One way to do this is to reduce the frequency of extrinsic feedback whenever you see your athletes becoming more proficient. For simple skills and tactics, you should be able to do this rather early in practice. However, for more complex skills, you will probably need to wait until your athletes demonstrate an acceptable level of consistency. At that point, begin diminishing the frequency of your feedback. If an athlete’s performance begins to drop off, you can increase feedback frequency until it improves. As mentioned before, your goal is to provide athletes with the type, amount, and frequency of extrinsic feedback that forces them to attend to the intrinsic feedback—the feedback they sense themselves—that is relevant for successful performance. The more they do this, the better they will be able to perform in competition without your assistance.

The games approach and the available research on the optimal frequency of extrinsic feedback are in agreement that less is better. Therefore, a general rule is to provide feedback to your athletes more frequently during initial learning and progressively less frequently as skill levels improve. Since the quality of your feedback is more important than the quantity, you should always consider both the content and the timing of your feedback messages in order to provide the most helpful assistance for your athletes.

Delaying feedback also has some benefits. A primary aim of the games approach is the development of athletes who are capable of functioning independently. One way to help your athletes achieve this goal is to encourage them to evaluate their own intrinsic feedback before offering feedback yourself.You should give athletes sufficient time to think about what they did and what the result was. The more complex the technical or tactical skill, the more time athletes will need to evaluate their performance. This means you may need to tolerate silence for a longer period of time when you are asking them to evaluate something relatively complex. By challenging athletes to evaluate their own errors and come up with possible solutions before giving them feedback, you facilitate both their skill development and their capability of detecting and correcting their own mistakes.

How detailed the feedback should be

A final consideration when providing extrinsic feedback is how precise or detailed to make it. For example, you might tell a swimmer that his turns were “a bit faster” during a particular drill or that they averaged 0.5 seconds. Similarly, you might inform a volleyball player that her sets seemed to be achieving better trajectory during the previous game or that her outside sets were consistently achieving a peak height of 15 feet.

The research on feedback precision suggests that extrinsic feedback does not need to be extremely precise to be effective. This is particularly true during early learning, when athletes are just trying to get a general idea of the correct relative timing pattern. At that point, all they need to know is general information about the relative amount and direction of their errors. You might tell a beginning high jumper that her takeoff was a bit too early. However, once she achieves a higher level of technical skill, the athlete would benefit from more precise feedback that helps her fine-tune her movements (e.g., the duration in milliseconds of her final two steps).
One way to promote technical skill development while increasing feedback precision is through bandwidth feedback. To do this, establish a performance bandwidth—the amount of error you will tolerate before providing extrinsic feedback. As long as an athlete’s performance remains within the tolerance zone, there’s no need to give feedback. Normally you’ll want to allow a wider bandwidth and provide more general feedback for athletes who are learning a new skill than for performers whose skill level is more advanced. The bandwidth for a beginning softball pitcher, for example, would allow any movements that conform to the basic relative timing pattern. If they don’t, a general feedback statement might be “Slow down the stride leg, and speed up the arm action.” As the pitcher’s skill level improves, the bandwidth would be narrowed so that feedback is given to correct even small performance deviations. If her stride length was a bit too short, you might tell her to increase it by an inch or two. Since bandwidth feedback allows you to give feedback less often, athletes derive the same benefits as they do any time you reduce feedback frequency (as discussed previously). What you need to do is determine a performance bandwidth for athletes that allows them to improve their technical skills as much as possible without your assistance.

AGE-GROUP SKILL DEVELOPMENT

2009-10-25T17:38:00.000+08:00

AGE-GROUP SKILL DEVELOPMENT

Numminen, P., & Saakslahti, A. (1996, October). Gender differences - Are they dominant already in the early years? AIESEP Newsletter, 53, 4.

Gender differences among 6- to 8-year-old children reveal that boys are better in skills needing speed, muscular strength, and endurance while girls are better in motor skills needing balance and flexibility. The purpose of this study was to assess whether gender differences already exist in 3 and 4-year-old children and if so, which skills revealed the differences.

Boys (N = 50) and girls (N = 55) were compared on a number of standardized skill tests (APM-test battery: Numminen, P. (1995). Alle kouluikaisten lasten havaintomotorisia ja motorisia perustaitoja mittaavan APM-testiston kasikirja. Jyvaskyla, LIKES, 98.)

Hardly any gender differences in fundamental motor skills studied were revealed. The boys seemed to score better, similarly to the older children, in skills demanding strength and precision and the girls better in balance, timing, and body control.
Implication. Although no gender differences were revealed in the cross-sectional investigation there is a hint that differences could be emerging in this age group. A longitudinal-study needs to be conducted to see if this development is phylogenetic or socially learned.

ARTICLES FOR CHIT CHAT PA2230 PERKEMBANGAN KEMAHIRAN DALAM PENDIDIKAN JASMANI

2009-10-25T17:26:00.002+08:00

SALAM TO B. ED PJ YEAR 2,

I'LL BE UPLOADING ARTICLES THAT I'VE RECEIVED FROM PUAN FAIIDZAH, OUR LECTURER FOR PA2230 : PERKEMBANGAN KEMAHIRAN DALAM PENDIDIKAN JASMANI.

THE ARTICLES TITLES ARE :

1. AGE-GROUP SKILLS DEVELOPMENT.
2. CONSIDERATIONS FOR GIVING FEEDBACK ON SKILL PERFORMANCE.
3. LEARNING SPORTS THROUGH EXTERNAL-FOCUS FEEDBACK.
4. PERFORMANCE INFORMATION FEEDBACK - A NECESSARY INGREDIENT FOR SKILL LEARNING.
5. PRACTICING FOR SPORTS - MIND IS MORE IMPORTANT THAN MATTER.

CHEERS...

KEJOHANAN BOWLING JEMPUTAN ANJURAN KELAB PENDIDIKAN JASMANI 2009

2009-10-22T07:47:00.003+08:00

Salam hormat,

Dimaklumkan bahawa Kelab Pendidikan Jasmani, Universiti Brunei Darussalam akan menganjurkan Kejohanan Bowling Jemputan Anjuran Kelab Pendidikan Jasmani 2009 pada :-

Tarikh : 16 November 2009
Hari : Isnin
Jam : 10.00 pagi hingga selesai / 2.00 petang hingga selesai (akan dimaklumkan kemudian).
Tempat : Utama Bowling Centre, Jalan Batu Satu, Negara Brunei Darussalam.

Penyertaan adalah dibukakan kepada seluruh program Pendidikan Jasmani Universiti Brunei Darussalam dan pasukan-pasukan yang dijemput.

Syarat-Syarat adalah seperti berikut :

1. 6 peserta setiap pasukan. (3 lelaki dan 3 perempuan).
2. Yuran penyertaan setiap peserta ialah $6 seorang. (1 frame + kasut).
3. Setiap program cuma dibenarkan menghantar maksima 2 pasukan sahaja.

Untuk keterangan lanjut bolehlah menghubungi Setiausaha Kelab Pendidikan Jasmani di talian +6738763778 (Sophan) atau +6738897389 (Azreem).

Tarikh tutup penyertaan ialah pada 04 November 2009.

Hadiah-hadiah adalah seperti berikut :-

Johan : Medal + Sijil Penyertaan.

Naib Johan : Medal + Sijil Penyertaan.

Ketiga : Medal + Sijil Penyertaan.

Juara Keseluruhan : Piala Rebutan

Jatuhan Terbanyak Lelaki : Piala

Jatuhan Terbanyak Perempuan : Piala

Semua peserta yang menyertai Kejohanan ini akan diberikan Sijil Penyertaan.

Jangan lepaskan peluang ini untuk menunjukkan bakat awda dalam permainan bowling :)

Tarikh akhir penyertaan ialah pada 07 November 2009 (Hari Sabtu)

2009-10-17T21:44:00.002+08:00

4 x 100 M Closed Look

2009-10-17T21:42:00.001+08:00

USAIN BOLT INTERVIEWED

2009-10-14T15:36:00.001+08:00

CARL LEWIS INTERVIEW PART 1

2009-10-14T15:32:00.001+08:00

SHARING INFORMATION, NOTES, KNOWLEDGE AND ETC..

2009-10-14T15:24:00.002+08:00

SALAM TO ALL PJ'IANS...

FEEL FREE TO POST YOUR COMMENTS, SHARE INFORMATION, UPLOAD PJ NOTES OR ANYTHING THAT CAN BE USE FOR US AS PJ STUDENTS NOT ONLY IN UBD BUT TO OTHERS THAT ENTER THIS BLOG.

THANX ;)

SALAM AIDILFITRI

2009-09-19T17:24:00.002+08:00

Assalamualaikum dan salam sejahtera..

Mewakili Ahli Jawatankuasa Tertinggi Kelab Pendidikan Jasmani Sesi 2009, ingin mengucapkan Selamat Menyambut Hari Raya Aidil Fitri kepada seluruh ahli Kelab Pendidikan Jasmani Universiti Brunei Darussalam.

Didoakan semoga hari raya ini kita akan sama-sama dapat mengeratkan lagi silaturrahim bersama keluarga dan rakan-rakan.

LAWATAN SAMBIL BELAJAR KE KUALA LUMPUR

2009-09-18T21:33:00.003+08:00

Dimaklumkan bahawa Kelab Pendidikan Jasmani sedang merancang untuk mengadakan lawatan sambil belajar ke Kuala Lumpur pada awal bulan Januari 2010 (2 hingga 7 Januari 2009 - 6 hari).

Diantara tempat-tempat yang akan dilawat ialah Sekolah Sukan Bukit Jalil, Majlis Sukan Negara dan UPM.

Harga tiket pergi balik ialah sebanyak $250.00 (sudah termasuk caj) melalui Royal Brunei Airlines dan pihak Kelab Pendidikan Jasmani akan cuba untuk mengenakan bayaran semua (tiket + penginapan + makan minum + pengangkutan) dalam lingkungan $400-$500 (tergantung kepada perundingan dengan pihak di Kuala Lumpur).

Pengesahan untuk ikut serta ialah pada minggu pertama November 2009 dengan membuat pembayaran $250.00 untuk tiket penerbangan pergi balik.

Kepada sesiapa yang berminat dan ingin mengetahui keterangan lanjut bolehlah menghubungi :

Awang Sophan bin Afandi (8763778) - Setiausaha Kelab Pendidikan Jasmani

MAJLIS MEMBACA SURAH YASSIN DAN TAHLIL KELAB PENDIDIKAN JASMANI

2009-09-05T10:17:00.004+08:00

Dengan penuh hormat dan sukacita dimaklumkan bahawa majlis tersebut di atas akan diadakan pada :-

Tarikh : 10 September 2009
Hari : Khamis
Jam : 3.30 petang hingga selesai

Pakaian : Kemas

Sehubungan dengan itu, semua ahli-ahli Kelab Pendidikan Jasmani adalah dikehendaki untuk menghadirkan diri di majlis itu nanti.

Di atas kehadiran abiskita nanti, terlebih dahulu diucapkan ribuan terima kasih.

PERTANDINGAN PERMAINAN DALAM PENDIDIKAN JASMANI 2009

2009-09-05T10:10:00.002+08:00

Dengan penuh hormat dimaklumkan bahawa Pertandingan Permainan Dalam sedang berlangsung bagi ahli-ahli Kelab Pendidikan Jasmani anjuran bersama B. Ed Pendidikan Jasmani Tahun 2 dan SMP Pendidikan Jasmani Tahun 4.

Pertandingan diadakan setiap hari Rabu iaitu seperti berikut :-

1. 2 September 2009 - Dart dan Carrom - Multi Purpose Hall, UBD.
2. 9 September 2009 - Dam dan Ular & Tangga - Multi Purpose Hall, UBD.
3. 16 September 2009 - Lotto dan Congkak - Dewan Hostel Siswi, UBD.

Sehubungan dengan itu, orang ramai terutama mahasiswa dan mahasiswi UBD adalah dialu-alukan untuk menyaksikan dan memeriahkan pertandingan itu nanti.

ORIENTASI AHLI BARU KELAB PENDIDIKAN JASMANI

2009-08-15T12:20:00.002+08:00

Kelab Pendidikan Jasmani akan mengadakan Majlis Orientasi Pelajar-Pelajar dan Ahli-Ahli Baru Kelab Pendidikan Jasmani yang terdiri dari mahasiswa dan mahasiswi yang mengambil Program B.Sc Sports Science.

Majlis tersebut akan diadakan pada :-

Tarikh : 19 Ogos 2009
Hari : Rabu
Jam : 2.00 petang hingga 4.30 petang.
Tempat : Dewan, Gymnasium Universiti Brunei Darussalam.

KEJOHANAN OLAHRAGA SEKOLAH-SEKOLAH RENDAH KERAJAAN DAN PENDIDIKAN SWASTA KAWASAN BRUNEI I 2009

2009-06-10T16:51:00.005+08:00

Salam guys..

Tahniah kerana telah dapat menjalankan tugas selaku Pegawai Teknikal di Kejohanan Olahraga Sekolah-Sekolah Rendah Kerajaan dan Pendidikan Swasta 2009 yang dianjurkan oleh Jabatan Pendidikan Kokurikulum, Kementerian Pendidikan dan dikendalikan oleh Sekolah Rendah PAP Besar, Kawasan Brunei I.

Pihak Kelab Pendidikan Jasmani juga ingin mengucapkan ribuan terima kasih kepada pihak Sekolah Rendah PAP Besar kerana memberi kepercayaan kepada mahasiswa dan mahasiswi Pendidikan Jasmani UBD untuk menjadi Pegawai Teknikal Kejohanan. Pengalaman ini sedikit sebanyak akan menjadi ingatan dan pelajaran kepada ahli-ahli Kelab Pendidikan Jasmani.

Regards,

Pengerusi,

Kelab Pendidikan Jasmani 2009.

NICE SONG.. SUARA KU BERHARAP

2009-05-21T08:07:00.001+08:00

TAKLIMAT PEGAWAI TEKNIKAL KEJOHANAN OLAHRAGA SEKOLAH-SEKOLAH RENDAH BRUNEI I TAHUN 2009

2009-05-15T23:13:00.002+08:00

Salam....

Dimaklumkan kepada semua mahasiswa dan mahasiswi B. Ed (PJ) dan SMP (PJ) yang terlibat bahawa taklimat di atas akan diadakan pada :-

TARIKH : 23 MEI 2009.
HARI : SABTU.
JAM : 2.00 PETANG.
TEMPAT : DEWAN KULIAH, STADIUM NEGARA HASSANAL BOLKIAH, BERAKAS
NEGARA BRUNEI DARUSSALAM.

Diharap biskita akan dapat hadir pada tarikh, waktu dan tempat yang dinyatakan. Sekian untuk makluman.

HAPPY SEMESTER BREAK

2009-05-13T09:01:00.001+08:00

Salam...

I would like to wish all of B. Ed Pendidikan Jasmani and SMP Pendidikan Jasmani students a very Happy Semester Break for this year.. Enjoy and fill d break with useful activities...

Hope we will achieved good results in this semester..

Ciao..

KEJOHANAN RENTAS DESA AMAL UNIVERSITI BRUNEI DARUSSALAM 2009

2009-03-15T20:05:00.001+08:00

CLICK IMAGE TO ENLARGE

LALUAN KATEGORI LELAKI TERBUKA

KEJOHANAN RENTAS DESA AMAL UNIVERSITI BRUNEI DARUSSALAM 2009

2009-03-15T19:59:00.008+08:00

CLICK IMAGE TO ENLARGE

LALUAN KATEGORI KHAS LELAKI DAN PEREMPUAN. DAN KATEGORI TERBUKA PEREMPUAN

KECERGASAN : LATIHAN BUKIT 10.03.09

2009-03-14T16:31:00.003+08:00

KEJOHANAN RENTAS DESA AMAL UNIVERSITI BRUNEI DARUSSALAM 2009

2009-03-14T16:23:00.002+08:00

Ahli Jawatankuasa Tertinggi Kelab Pendidikan Jasmani Sessi 2009 akan menganjurkan Kejohanan Rentas Desa Amal Universiti Brunei Darussalam 2009 yang dijadualkan pada :-

Tarikh : 24 April 2009
Hari : Jumaat
Jam : 6.30 pagi
Tempat : Kompleks Sukan, Universiti Brunei Darussalam.

Penyertaan adalah dibukakan kepada seluruh warga Universiti Brunei Darussalam. Bayaran penyertaan ialah $3.00 seorang dan sebahagian dari yuran penyertaan akan diserahkan kepada yang memerlukan sebagai tujuan amal.

Kategori Larian :-

1. Kategori Khas - Pensyarah, Pegawai dan Kakitangan UBD. (Lelaki & Perempuan) - 5 km

2. Kategori Terbuka - Mahasiswa - 7 km
Mahasiswi - 5 km

Peta laluan dan maklumat lebih lanjut akan di 'upload' secepat mungkin.. :)

KEJOHANAN BADMINTON B.ED DAN SMP PENDIDIKAN JASMANI TAHUN 1 - 2009

2009-02-26T14:15:00.002+08:00

Tahniah diucapkan kepada semua pelajar-pelajar B. Ed dan SMP Pendidikan Jasmani Tahun 1 - 2009 kerana telah dapat menjayakan Kejohanan yang julung-julung kali diadakan pada 25 Februari 2009 bertempat di Dewan Gymnasium UBD.

Diharap kejohanan seperti ini akan dapat diteruskan lagi untuk mengeratkan dan meningkatkan lagi mutu permainan khususnya dalam permaianan Badminton.

Jutaan terima kasih diucapkan kepada Cikgu Hj. Tajudin (Pensyarah) kerana telah berkesudian untuk memberi hadiah rebutan bagi kejohanan tersebut.

HAPPY CHINESE NEW YEAR..

2009-01-25T15:14:00.001+08:00

B. ED PJ is wishing Happy Chinese New Year especially to Cg. David...

Send this eCard !

Collection From yummyflashy.blogspot.com

PENGHARGAAN UNTUK AHLI-AHLI JAWATANKUASA TERTINGGI KELAB PENDIDIKAN JASMANI 2008/2009

2009-01-21T19:58:00.004+08:00

Assalamualaikum..

Majlis pembubaran Ahli Jawatankuasa Tertinggi Kelab Pendidikan Jasmani 2008-2009 telah dijalankan dengan sempurna dan selamat pada 21 Januari 2009 dan Ahli Jawatankuasa Tertinggi Kelab Pendidikan Jasmani 2009-2010 telah pun dilantik untuk menerajui Kelab Pendidikan Jasmani.

Terima kasih diucapkan kepada semua Ahli Jawatankuasa Tertinggi Kelab Pendidikan Jasmani 2008-2009 kerana telah memberikan khidmat dan sumbangan yang cemerlang sebelum ini. Ianya akan memberi semangat kepada Ahli Jawatankuasa yang baru dilantik untuk meneruskan perjuangan yang abiskita telah buat. Sesungguhnya apa yang biskita sumbangkan adalah sangat bermakna bagi kemajuan Kelab Pendidikan Jasmani.

I.Q TEST

2009-01-20T21:27:00.002+08:00

Salam guys.. click on the icon to get a free IQ test.. d score below is mine :))

Free-IQTest.net - IQ Test

Try it!!!!

MESYUARAT DAN MAJLIS PEMBUBARAN AJK KELAB PENDIDIKAN JASMANI SESSI 2008 DAN LANTIKAN AJK KELAB PJ 2009

2009-01-20T20:22:00.002+08:00

Assalamualaikum..

Majlis tersebut di atas akan diadakan pada 21 Januari 2009, Rabu Jam 1.40 petang bertempat di Asrama Lelaki, Universiti Brunei Darussalam..

Sehubungan dengan itu, semua Mahasiswa dan Mahasiswi Pendidikan Jasmani dikehendaki hadir sebagaimana yang telah ditetapkan.

Sekian. Harap Maklum.

Call To Curb Plagiarism In Schools

2009-01-19T16:23:00.001+08:00

BY Hana Roslan

Bandar Seri Begawan - Some teachers have called on schools to implement harsher penalties to students who plagiarise, or taking information without referencing from someone else's writing or speech.

A 27-year-old female teacher, who is teaching Years 10 and 11, said that introducing stricter rules for plagiarism would he good, especially with the implementation of the new education system (SPN21).

Plagiarism would be a big issue for Years seven and eight students as there will be a lot of class projects to be done. "If the students are just going to copy from the Internet or encyclopaedias, then they won't be able to learn anything," she said.

Using the importance of recycling or saving habits as a metaphor, the teacher stressed that students should also understand the importance
of respecting another person's work. "I don't think the students would like it when another person copies their work," she said.

With increasing pressure to perform better in the new education system, she said that even parents work together with their children to plagiarise.

"Parents really want their children to score well, so in order to help them, they might surf the Internet for them and their kids just copy and paste," she said.

She added: "Parents can help their kids to the research, but tell them not to copy. Help them learn to get the main ideas and put them in words."

Calling herself a "self-proclaimed Internet freak", she said that she knows when her students are copying.

"Sometimes I give them a description and tell them to draw it for me. But all they do is just get it off the Internet and it's just really obvious," she said.

Another female teacher, who did not want to be named, said that plagiarism occurs regularly in her school.

"It happened last year to one of my colleagues, where a student just cut and pasted everything from the Internet and another case when students were just copying each other's work in front of my eyes," she said.

"Even when I send them to the principal's office, there just isn't any harsh rule about it because they don't think plagiarism is a big issue. The truth is that it actually is," she added.

Having met parents during the parent-teacher meetings, she observed that parents hardly take

a strong stance in the matters of their children duplicating others' work.

"All they say is stop copying and there are no strict punishments given at all," she said.

Sajeedah Rosman, 22, a Year seven teacher, said that plagiarism should be taken as an offence in all schools. "It should be stricter in schools because it's not the students' original work, it's all just blatant copying and that is just wrong. What happened to the ideas of the students?," she questioned.

Placing blame on the parents is not the answer, she said.

Even if schools impose harsher rules, Sajeedah said that there will always be a loophole for students to continue their habits. "The only thing that's left to do is to remind them of the importance of respecting another person's work and for parents to build up on their child's conscience in reminding them that plagiarising is wrong," she said.

She also proposed that teachers encourage their students to use a bibliography. "When they get to university, they will be practicing this anyway so why don't start now? Referencing work can be a surefire way of helping curb this problem of plagiarism," she said. -- Courtesy of The Brunei Times

Retrieved from : http://www.brudirect.com/DailyInfo/News/Archive/Jan09/19/nite08.htm on 19 January 2009

p/s :- Guys.... this can also be an issue for our presentation on PF1219 Course.. :))

NOTES FOR PF 1219

2009-01-18T18:48:00.002+08:00

Salam B. Ed PJ'ians.. Please check ur email.. Our PF 1219 lecturer has attached Notes for Lecture on 19 January 2009.. TQ

BRUNEI BLOGGING NATION

2009-01-16T13:12:00.001+08:00

Salam to B. Ed Pj'ians... juz to share info dat our blog has been listed to Brunei Blogging Nation :))

Click to the link BLOGGING NATION to see more of Brunei's own Blog... Tq

BLOOD DONATION DRIVE

2009-01-16T12:35:00.003+08:00

Student Affairs Section is pleased to announce that the Laboratory Services Unit, Raja Isteri Pengiran Anak Saleha Hospital, Ministry of Health will be organising a BLOOD DONATION DRIVE in our campus on TUESDAY, 20th JANUARY 2009, 9.00 to 12.00 noon at CHANCELLOR HALL, UBD.

All student and staff are welcomed to give a hand to this drive for a noble cause and become a blood donor.

Retrieved from : http://www.ubd.edu.bn/index.html Date : 16 January 2009

p/s :- to all B. Ed. PJ and SMP PJ Year 1.. please come to support and donate our blood to those in needs.. who knows one day we will need it too :)) tqvm..

UBD Set To Be First-Class College

2009-01-15T21:17:00.000+08:00

By Sonia K

Bandar Seri Begawan - Universiti Brunei Darussalam (UBD) will be setting up a new unit and establish a new institute to drive the change the university needs to become a first-class international college.

This was said by UBD Vice Chancellor Dr Haji Zulkarnain bin Haji Hanafi during his address to the academic staff of the university on Monday during the opening of the new semester.

The unit, he said, will be responsible for the continuous professional development of all UBD staff.

The Senate has also approved the establishment of the Institute of Leadership, Innovation and Advancement, he said.

Dr Haji Zulkarnain also emphasised on the need to develop a culture that constantly strives for excellence, adding that the changes will ensure
that UBD stays relevant.

"We should not be afraid to be self-critical," he said. "We must be willing to audit ourselves as an organisation, faculty and individual, and to continuously scan for gaps, hazards or opportunities if we are to achieve our vision of becoming a first-class international university."

He vowed to commit to the development of newly appointed deans and directors, who began on January 1, through a continuous professional development programme.

"In return, I expect them to make the development of colleagues, students and their respective faculties as their key deliverable," he said, adding that he also expected them "to propagate a culture of leadership and continuously excel themselves as core values of individuals in the university".

The vice chancellor noted that the chancellery will commit to bringing positive changes to the UBD administration, adding that such an initiative will require knowledgeable and talented team.

To be a first-class international university, he said, UBD will need a first-class administrative system and executives.

"It needs to be rigorous and yet adoptable and facilitative," he said. "We will make sure that our administrative executives will also undergo continuous professional development through programmes."

Dr Haji Zulkarnain said UBD will this year be implementing a number of projects in its bid to upgrade its infrastructure.

"Funding has been made available through the National Development Plan and the projects are expected to be completed between now and 2012."

The upgrades will include the ICT network and the expansion of internet bandwidth; teaching and learning areas, as well as the construction of new teaching and learning sites; extension works on a number of existing buildings as well as the setting up of a central science research facility; refurbishment of the library; and the construction of a swimming pool.

He also said, "The UBD Strategic Plan has identified `strengthening of research profile' as one of the objectives to meet our vision.

"Institutionalising research for students and academicians, by integrating teaching and learning, creates a culture of inquisitiveness and resourcefulness," he added.

The vice chancellor called for collaborative and cross-disciplinary research to "enable us to develop a talent pool, which can be tapped by our stakeholders for the benefit of the community".

Last year, he said, everyone saw a strong commitwent from His Majesty's Government in supporting research in energy, biodiversity and agrotechnology.

"This is the first time - and hopefully not the last -that our researchers have access to bid competitively for substantial research funding," he said. "I understand that the selection process is in its final stages, and I look forward to UBD research teams being awarded a fair share of the funding."

Dr Haji Zulkarnain also proposed a substantial increase in UBD's budget allocation to support research in disciplines other than science and technology.

In the meantime, he said, alternative sources of funding are sought for research, adding that announcements will be made from time to time regarding the availability of such funding so that appropriate bid can be made. -- Courtesy of Borneo Bulletin

Extracted from : http://www.brudirect.com/DailyInfo/News/Archive/Jan09/15/nite05.htm

1st SESSION BADMINTON CLASS

2009-01-15T15:12:00.002+08:00

LECTURE TIMETABLE SEMESTER 2/09

2009-01-15T15:04:00.002+08:00

Salam to PJ'ians 08/11.. our class for major PJ subjects are as follows:

1. Badminton (Wednesday 8.00 am to 11.00 am)

2. Kaedah Pengajaran Pendidikan Jasmani & Kesihatan (Wednesday - 11.00 am to 2.00 pm)

3. Kecergasan (Tuesday - 2.00 to 5.00 pm)

Venues : Gymnasium UBD

WELCOME TO SEMESTER 2

2009-01-10T13:37:00.000+08:00

Salam guys.. 12 Jan 2009.. our first day of 2nd Semester.. Meeting point is CLT 7.45 am and wear our Official PJ Year 1 (Sport attire).. Welcome back to UBD :))

UBD EXAM RESULT IS OUT

2009-01-08T18:05:00.001+08:00

Salam guys.. tahniah kepada tani semua yang telah lulus untuk peperiksaan semester 1 kitani.. diharap keputusan ani akan menjadi pemangkin semangat untuk meneruskan perjuangan dalam pembelajaran untuk semester seterusnya.. Segala usaha kitani telah membuahkan hasil n perlu diingat ada 5 semester lagi yang mendatang..

Tahniah sekali lagi... Jumpa 12 Jan 2009 di CLT UBD.. Jam 8.00 pagi.. Insya Allah

Proud Parents Express Their Delight

2009-01-07T17:09:00.002+08:00

By James Kon

Bandar Seri Begawan - A total of 343 students will begin their Year Seven education at the Science College this year and parents of the new intakes have expressed delight at their children's achievement of gaining a place in the prestigious college.

Hj Shahri Pehin Hj Husein and Pg Fatimah Pg Ahmad said, "I am very happy that my daughter managed to enter the college after achieving good results last year."
He added that his other daughter is also studying at the Science College. The two siblings are Nurulizzatul Ningshah and Nurul Syzany Izzaty N ingshah.

Hj Shahri highlighted that "the secret behind his daughters' achievements come from balanced time management - there is a time to relax and a time to study".

He added, "Our advice and guidance were also vital for our daughters' developments."
His hope for both his daughters is to achieve better grades to further their studies in university.

Meanwhile, Pg Mohamad PDP Hj Jaludin and Julia Laila Chen also expressed their delight at what they consider a privilege.

Their daughter, Dk Aminah Pg Mohamad, achieved five A's in last year's public exams. According to Julia Laila Chen, "Our guidance played an important part in our child's achievements. She also worked very hard and was rewarded with success." -- Courtesy of Borneo Bulletin

Retrieved : http://www.brudirect.com/DailyInfo/News/Archive/Jan09/07/nite31.htm

ps : one of the proudest parents is Cg Hj. Azreem and his wife Cg. Rokiah... Congratulations Cg..

MAJLIS AWAL TAHUN HIJRAH 1430 UNIVERSITI BRUNEI DARUSSALAM

2009-01-07T09:58:00.001+08:00

Sukacita memaklumkan bahawa Universiti Brunei Darussalam akan menganjurkan Majlis Sambutan Awal Tahun Hijrah pada 10 Muharram 1430/ 7 Januari 2009, 2.00 petang bertempat Bilik Kuliah (Lecture Theatre), Dewan Canselor,Universiti Brunei Darussalam.

Sehubungan dengan itu semua warga Universiti Brunei Darussalam adalah dijemput untuk sama- sama hadir ke majlis berkenaan. Semoga kita sama- sama akan memperoleh ilmu yang bermanfaat dari majlis itu nanti. Insya ALLAH.

Retrieved from http://www.ubd.edu.bn/index.html 6 January 2009

Mixed Feelings About SPN21

2009-01-06T13:54:00.000+08:00

By Amin Hosni

Bandar Seri Begawan - The National Education System for the 21st Century (SPN21) implemented this year by the Ministry of Education to upgrade students with 21st Century skills has captured the nation's imagination on its potential to "renew" outdated systems in the Sultanate.

In a titah to mark Teachers' Day two years ago, His Majesty the Sultan and Yang Di-Pertuan of Brunei Darussalam welcomed the new education system as it is "an appropriate step especially in an era of globalisation".

However, the Bulletin has learnt that there are some members in the community who have reservations about this ambitious plan.

Concerned members of the public, including teachers, who were approached by the Bulletin, believe that implementing the SPN21 will be a "difficult task" especially for Primary One and Primary Four teachers.

Ms Anie, a Primary Five math teacher of a primary school in Kampong Ayer, said that she does not fully understand what the SPN21 is all about even though the national education system was being rolled out this year.

"I have not been informed about the changes of (the old education system)," the 29-year-old teacher said, adding that she strongly believes that teachers at her school were "not qualified" as they "have no knowledge" about some of the new subjects, such as music and technology.

Ms Anie is also concerned that her school, which currently has "sufficient number of computers", could run into problems because there are not enough projectors.

If more than one class needs to use the projectors, this could "result in setbacks or delays in teaching schedules", she lamented.

Meanwhile, a former primary school teacher at Lambak Kanan, who requested anonymity, said that the SPN21 was "structurally unclear" and that teachers in Brunei were "not ready for it".

"The new system is not just book oriented... it requires classes to go on field trips and such. Teachers are also required to follow a set of teaching methods. But how can they if they are unprepared?

"Some teachers have not attended these workshops while teachers appointed to educate children on these subjects lack experience. Furthermore, textbooks such as social studies have not been published," the teacher said.

The former primary teacher went on to say that concerned parents have been asking her if schools have teachers who are qualified to teach their children these new subjects.

Fauzana Daud, a secondary teacher of a school in the capital, pointed out one downside of the SPN21. According to her, students will not have to repeat the academic year if they fail certain subjects. Some students may be less like to study hard because they are confident that they would be promoted no matter what, she said.

"Back in the 1990s, 'our generation' would be afraid to get red ink on their report cards. But these days, it's like a trend for students to get red marks. But who's to blame? The teachers or the students?"

The Bulletin has learnt that the full implementation of the SPN 21 for all primary classes would be completed in 2011. -- Courtesy of Borneo Bulletin

Retrieved from http://www.brudirect.com/DailyInfo/News/Archive/Jan09/06/nite05.htm

SPN21 Launched Nationwide

2009-01-06T13:52:00.000+08:00

By Malek Hashim

Bandar Seri Begawan - The National Education System for the 21st Century (SPN21) yesterday was officially launched at every school and institution in the Sultanate.
To officially launch the SPN21, the Ministry of Education held a ceremony at Rimba 1 Primary School.

Present as the guest of honour at the event was the Minister of Education Pehin Orang Kaya Seri Lela Dato Seri Setia Awg Hj Abdul Rahman bin Dato Setia Awg Hj Mohamed Taib.

Also in attendance were 400 educators from various schools and institutions.

The ceremony began with the recital of alQuran, followed by a speech by the guest of honour.

The event also saw the launching of SPN21 and the presentation of SPN21 information-books to representatives from various government and private schools and institutions by the minister.

The books, among others, contain the concepts of SPN21 and the general master plans relating to SPN21.

The minister also toured and observed a number of classes at Rimba 1 Primary School.

The ceremony was aimed to be the platform to implement and spread the awareness of SPN 21, one of the national social and economic development agendas that must be upheld by every community member. -- Courtesy of Borneo Bulletin

Retrieved from http://www.brudirect.com/DailyInfo/News/Archive/Jan09/06/nite07.htm

UBD Students Visit Malaysian Sporting Establishments

2009-01-06T13:48:00.002+08:00

By Ben Ng

Bandar Seri Begawan - A group of undergraduates from Universiti Brunei Darussalam left for Kuala Lumpur yesterday on a four-day excursion to visit the National Sporting Council and the Bukit Jalil Stadium.

The visit was called "Menjejak Maklumat" and is being led by Cikgu Zufri Hj Hassan and Cikgu Wan Faizah Mustami. -- Courtesy of Borneo Bulletin

Retrieved from http://www.brudirect.com/DailyInfo/News/Archive/Jan09/06/nite10.htm

Malaysia Badminton Team Training

2009-01-06T12:05:00.001+08:00

Doubles Attacking System

2009-01-06T12:03:00.000+08:00

Badminton Tutorial Footwork

2009-01-06T12:00:00.000+08:00

B. ED PJ BADMINTON GAME

2009-01-06T11:51:00.002+08:00

Salam guys and Gd Day... our next game is on 8th January 2009 (thursday) 8.30 am as usual UBD Gym...

Btw..our blog is viewed from Jakarta also.. :)) Thanx to d traffic feed.. we can know from which part of the world are viewing our blog hahaha.. dats technology..

Is dat u David? from Sungai Liang? hehe.. Neway.. thanx to all who supports dis blog..

LINKS UPDATED - COOL RUNNING

2009-01-05T11:32:00.002+08:00

Salam guys and PJ'ians.. i've added links to http://www.coolrunning.com.. its a very useful website for runners from beginners to advance level.. it includes running schedule too.. enjoy it.. :))

LET THIS SONG BE OUR INSPIRATION FOR THE NEXT 5 SEMESTER

2009-01-04T22:29:00.000+08:00

OUR 2ND SEMESTER DRAFT TIMETABLE

2009-01-03T16:35:00.002+08:00

Salam guys.. our 2nd semester draft timetable is out.. go to http://www.ubd.edu.bn for updates.. thanx

BADMINTON GAME

2009-01-03T16:33:00.000+08:00

Guys.. our next game is on Tuesday 6 Jan 2009, 8.00 to 10.00 am.. UBD Gym..

MAJLIS AQIQAH, BERDIKIR DAN PAPAT JAMBUL

2009-01-01T11:48:00.003+08:00

Salam PJ'ians...esp B. Ed PJ 01/11

Dengan penuh hormat disampaikan pesan dari Cg. Fadillah menjemput ke majlis tersebut di atas pada 9 Januari 2009 jam 2-3 petang bertempat di No. 45, Spg 120-48-35-27, STKRJ Kg. Mumong, Kuala Belait...

So guys.. ayuhh.. tani ramai2 datang sambil meramai-ramaikan majlis yang penuh dengan keberkatan..

*p/s : Tahniah to Cg. Fadillah kerana dapat baby baru.. (first new born).. semoga akan menjadi ayahanda yang baik :)))

HAPPY NEW YEAR

2009-01-01T11:44:00.001+08:00

Salam to all UBD PJ'ians..

Happy New Year Hijrah 1430, Happy New Year 2009 and Happy Chinese New Year (Year of Cow)... May the new year will bring prosperity to us.. , success in our studies, careers, families and so on.. :))

BADMINTON FRIENDLY GAME 2009

2009-01-01T11:42:00.000+08:00

Salam PJ'ians.. our next Badminton Game is on 03.01.09, Saturday, 10.00 am at UBD Gym.. TQ...

PJ BADMINTON END OY YEAR 2008 FRIENDLY MATCH

2008-12-30T19:45:00.002+08:00

Salam.. Perlawanan Persahabatan Badminton Pendidikan Jasmani B. Ed 08-11 akan diadakan pada 31.12.2008 (Hari Rabu) Jam 10.00 pagi di Gym UBD..

* Pelajar-Pelajar SMP (PJ) 08-11 dan Pelajar-Pelajar PJ Tahun 2,3 dan 4 adalah dialu-alukan untuk hadir dan sama-sama memeriahkan lagi perlawanan tersebut.

AL-FATIHAH

2008-12-27T23:35:00.000+08:00

Salamm guys.. Hj. Ismadi.. (Tutor TESL) passed away today 26.12.2008...

B.ED PJ 08-11 BADMINTON GAME

2008-12-27T16:12:00.003+08:00

Guys... Next game is on 30.12.2008 (Tuesday) 4pm... UBD Gym...

SUPPLEMENT RESULT IS OUT

2008-12-25T20:20:00.001+08:00

Salam guys.. d supplement result is out.. U can check it at SHBIE Admin, 2nd Floor..

SAAT TERAKHIR BY ST12

2008-12-23T17:00:00.000+08:00

SO TOUCHING - ☆"Britains Got Talent ♥ Connie Talbot, age 6, WOWs Simon Cowell !"

2008-12-22T13:41:00.002+08:00

ASEAN UNIVERSITIES GAMES 2008

2008-12-20T16:58:00.002+08:00

Pencak Silat Team Universiti Brunei Darussalam added another Bronze medal in Pencak Silat to make it 2 Bronze overall.. Congratulations!!!

So sad to look at the result of the Futsal and Netball team.. they were crushed in the tournament.. :)) something need to be done if we want a really good team.. At least a team that can give challange to others..

BADMINTON B.ED PJ 01/08

2008-12-20T16:29:00.002+08:00

:) emm.. we had great and fun game today playing badminton at the UBD Gym.. Thanx to Cg David, Cg Hj. Hasyidan, Cg Hj. Azreem and Cg Rohani for coming.. d rest? its okie.. we understand dat u guys are enjoying d holiday and have other commitments..

Here are some of the pics :))

BADMINTON WORLD MASTERS SERIES 2008

2008-12-19T09:13:00.002+08:00

Yonex Badminton World Badminton Series 2008 kicks off starting 17 December 2008 till 21 December 2008 at Likas Stadium, Kota Kinabalu, Sabah.

Guys.. u can view live game starting at 5.00 pm on Channel 816 Astro..

stacy & nubhan af 6 - ada cinta

2008-12-19T09:05:00.000+08:00

ASEAN UNIVERSITIES GAMES 2008

2008-12-17T12:47:00.003+08:00

Guys.. Alhamdulillah Pasukan Silat Universiti Brunei Darussalam beroleh pingat Gangsa di Sukan Antara Universiti Asean 2008 di Kuala Lumpur.. Tahniah diucapkan..
Untuk melihat senarai pungutan pingat sila masuk url berikut :

http://210.187.51.50/auggames/medaltally/default.asp?x=1&p=s&sport=11

Natasha St-Pier - I will always love you

2008-12-17T09:42:00.000+08:00

CMK PRESENTATION - SURVIVOR GROUP

2008-12-17T09:07:00.001+08:00

Volleyball: Setting Drills and Fundamentals

2008-12-16T13:14:00.002+08:00

Amazing badminton rally at AEO 07

2008-12-16T13:11:00.000+08:00

How to Play Badminton : Badminton Swing for Beginners

2008-12-16T13:08:00.000+08:00

How to Play Badminton : Drop Shot in Badminton

2008-12-16T13:06:00.000+08:00

The Biomechanics of Running

2008-12-16T13:03:00.000+08:00

Biomechanics 100m

2008-12-16T13:01:00.001+08:00

Somewhere Over the Rainbow

2008-12-15T18:59:00.000+08:00

AKU DAN DIRIMU- BUNGA CITRA LESTARI & ARI LASSO (THE BEST)

2008-12-15T18:28:00.002+08:00

UBD PARTICIPATE AT A.U.G 2008

2008-12-14T16:32:00.000+08:00

UBD for Asean University Games

By James Kon

Dr Saiful Azmi (right) and Hj Aji at the airport yesterday. - PHOTO: JAMES KON

Universiti Brunei Darussalam (UBD) will be represented by 25 of its best athletes for the 14th Asean University Games from Dec 10-21 in Malaysia.

The Asean University Games were established with the main aim of building ties among the universities of Asean. A total of 22 sports will be contested this year.

Dr Saiful Azmi bin Hj Awang Husain, the chef-de-mission of the contingent who is also a member of the Asean University Sport Council together with Hj Aji bin Hj Nokman, the secretariat of the UBD's contingent left for Kuala Lumpur to attend the coordinating meeting yesterday.

According to Dr Saiful, Universiti Brunei Darussalam will be contesting three sports namely pencak silat, netball and futsal.

He said UBD has a good chance of winning a medal in futsal because we're the reigning champion of the UiTM sport fiesta.

Other sporting events being contested include athletics, archery, badminton, beach volleyball, tenpin bowling, football, golf, hockey, karatedo, lawn bowling, rugby seven, shooting, squash, swimming, table tennis, taekwando, sepak takraw, volleyball and basketball.

The UBD athletes will be leaving for Kuala Lumpur tomorrow.

Extracted from : http://www.brunei-online.com/bb/wed/dec10s3.htm

ASEAN UNIVERSITIES GAMES 2008 - KUALA LUMPUR

2008-12-14T16:21:00.001+08:00

I've watched the opening ceremony of the AUG 2008... hmm.. similar to the SEA GAMES :) We should learned from em'.. Nothing is impossible!!! So guys.. here's the url for the website : http://www.aug2008.com.my/or u can click at the link.

Hope that our contingent will show their best and bring back some medals please... :)

FAREWELL TO DR. FARIDAH SERAJUL HAQ

2008-12-13T21:45:00.002+08:00

It was 1.oo pm today when a fren of mine text me telling me to get all my asignments from Dr. Faridah.. coz she's not continuing her contract as senior lecturer in UBD.. Sad news - She has cancer (critical stage)..

So guys.. (B. Ed. PJ 01/08) -- We'll meet her on Monday morning (15 December 2008) to get all our assignments and to bit farewell to her..

* hmm.. we'll realize sumone is a precious wen we loose em'.. n untill its too late :(

To Dr. Faridah... we'll alwez pray for ur health.. and hope u'll recover and watever it is.. Allah is Almighty..

LOUIS AMSTRONG - WHAT A WONDERFUL WORLD

2008-12-09T06:59:00.000+08:00

FRANK SINATRA - MY WAY

2008-12-09T06:58:00.000+08:00

PROPER GRIP

2008-12-08T23:05:00.001+08:00

BASIC FOOT WORK

2008-12-08T23:04:00.000+08:00

SMASH SHOT IN BADMINTON

2008-12-08T23:03:00.002+08:00

HOW TO PLAY BADMINTON - SHORT BACKHAND

2008-12-08T23:03:00.001+08:00

CRAZY BADMINTON - A VERY LONG RALLY

2008-12-08T23:01:00.000+08:00

ARMY PHYSICAL FITNESS TEST

2008-12-08T22:54:00.001+08:00

PUPUK KALTIM BAND

2008-12-08T22:38:00.002+08:00

PESTA SUKAN SEKOLAH-SEKOLAH MENENGAH DAN MAKTAB-MAKTAB 2007

2008-12-07T22:46:00.001+08:00

BERAKAS, Isnin, 13 Ogos. - Timbalan Menteri Pendidikan, Yang Mulia Pengiran Dato Seri Setia Dr. Haji Mohammad berkata, kegiatan kokurikulum yang diprogramkan di sekolah-sekolah hendaklah selaras dengan Pelan Strategik Kementerian Pendidikan agar minat dan keupayaan pelajar akan dapat berkembang ke tahap yang maksima.
Dengan demikian katanya, kita mahu melahirkan pelajar-pelajar yang maju dalam segala bidang bukan hanya cemerlang dari segi akademik, malah juga mempunyai kemahiran-kemahiran hidup yang lain, mempunyai sahsiah yang terpuji dan memiliki jati diri.
Timbalan Menteri Pendidikan menyatakan perkara itu di Majlis Pembukaan Rasmi Pesta Sukan Sekolah-sekolah Menengah dan Maktab-maktab Kali Ke-4 tahun 2007, berlangsung di Stadium Tertutup Kompleks Sukan Negara Hassanal Bolkiah di sini.
Menurutnya, dalam pengertian jati diri itu ialah berdisiplin, beradap sopan, bermaruah, tidak lupa kepada nilai-nilai falsafah negara Melayu Islam Beraja (MIB), nilai-nilai hidup beragama walaupun semasa berada di gelanggang sukan.
"Sukan adalah termasuk dalam ajaran Islam yang murni kerana ia dapat membina kesihatan mental dan fizikal," ujarnya. Oleh itu katanya, peliharalah kemurnian tersebut dengan mengawal pergaulan dan memakai pakaian yang bersesuaian mengikut pandangan Islam supaya terhindar dari sebarang kritikan.
Di majlis itu Timbalan Menteri Pendidikan turut melancarkan Buku Panduan Dasar Aktiviti Kokurikulum Di Sekolah-sekolah Negara Brunei Darussalam dan Buku Garispandu Dasar Pendidikan Jasmani Di Sekolah-sekolah Negara Brunei Darussalam.
Menurutnya kedua-dua buah buku tersebut akan dapat menjadi panduan dan rujukan kepada sekolah-sekolah dan akan dapat memberikan penekanan yang lebih kepada peri pentingnya penglibatan pelajar dalam sukan dan permainan bagi menggalakkan kemajuan pelajaran.
Selepas itu bacaan ikrar sukan dan diikuti dengan persembahan tarian dan senaman oleh murid-murid sekolah-sekolah rendah dan menyaksikan perlawanan akhir futsal bagi Kumpulan B dan C.
Sepanjang pesta sukan itu sebanyak lapan acara sukan seperti bola sepak, futsal, bola jaring, sepak takraw, badminton, hoki, olahraga dan mini maraton dipertandingkan dengan melibatkan hampir 3,000 orang atlet pelajar daripada 38 buah sekolah / maktab seluruh negara.
Objektif pesta sukan ialah untuk memberikan motivasi dan keyakinan diri yang tinggi kepada atlet-atlet remaja untuk bergiat aktif di bidang sukan dan olahraga.
Pesta sukan juga adalah bagi mengenal pasti atlet-atlet remaja yang berpotensi untuk dibimbing dan dilatih bagi menyediakan mereka sebagai atlet negara dan untuk memberi galakan pertumbuhan dan cara hidup sihat melalui kegiatan dan kejohanan yang disertai.
Pesta sukan kali ke-4 ini adalah merupakan salah satu projek mega bagi Kementerian Pendidikan yang melibatkan hampir 15 ribu orang pelajar dalam acara perasmian dan penutup pesta sukan itu.
Lima buah tempat menjadi medan pertandingan bagi merebut pingat emas, perak dan gangsa sepanjang pesta itu dilangsungkan iaitu Stadium Tetutup, Kompleks Sukan Negara Hassanal Bolkiah, Dewan Serbaguna Kompleks Sukan Negara Hassanal Bolkiah, Kompleks Sukan Menglait, Stadium Hoki, Kompleks Sukan Negara Hassanal Bolkiah dan Stadium Negara Hassanal Bolkiah.

Dimuat turun dari : http://www.brunet.bn/news/pelita/22ogos/sukan.htm

SELAMAT HARI RAYA AIDIL ADHA 1429

2008-12-07T13:35:00.000+08:00

Collection From yummyflashy.blogspot.com

KEPENTINGAN PENDIDIKAN JASMANI DI NEGARA BRUNEI DARUSSALAM

2008-12-06T10:01:00.001+08:00

HALUAN

UCAPAN Yang Berhormat Pehin Orang Kaya Seri Lela Dato Seri Setia Haji Awang Abdul Rahman di Majlis Perasmian Pelancaran Sukatan Pelajaran Pendidikan Jasmani Menengah Atas pada 9 Mac 2006 di Dewan Maktab Sultan Omar Ali Saifuddien.

Pendidikan jasmani penting pupuk pertumbuhan,
perkembangan pelajar-pelajar

Bismillahir Rahmanir Rahim
Assalamualaikum Warahmatullahi Wabarakat

SEGALA puji-puji Allah Subhanahu Wataala, selawat dan salam ke atas Junjungan Besar kita Nabi Muhammad Sallallahu Alaihi Wasallam, keluarga serta sahabat dan juga pengikut-pengikut Baginda yang jujur lagi setia hingga ke akhir zaman.

Saya bersyukur ke hadrat Allah Subhanahu Wata'ala kerana limpah rahmat dan hidayah-Nya jua, kita semua petang ini dapat berkumpul beramai-ramai di majlis ini. Terlebih dahulu, saya ingin mengucapkan terima kasih kepada Pengarah Perkembangan Kurikulum dan Jawatankuasa Majlis kerana menjemput saya hadir dan seterusnya merasmikan Pelancaran Buku Sukatan Pelajaran Pendidikan Jasmani Menengah Atas, Sekolah-sekolah Menengah. Di kesempatan ini saya juga tidak lupa mengucapkan syabas kepada Jabatan Perkembangan Kurikulum di atas kejayaan di dalam penerbitan sukatan pelajaran ini.

Kementerian Pendidikan pada masa ini sedang dalam proses memperkukuhkan atau 'consolidating' program-program pendidikan yang ada. Ini adalah sebagai usaha Kementerian Pendidikan di dalam memastikan misi baru iaitu 'Pendidikan berkualiti ke arah kemajuan, keamanan dan kemakmuran bangsa' akan dapat dicapai sebagaimana jua yang dihasratkan. Apa jua program-program pembaharuan yang difikirkan itu setentunyalah memerlukan penelitian yang terperinci supaya ianya akan menepati kehendak dan perlaksanaannya nanti adalah lebih teratur dan terancang. Sebagaimana yang wajar, inisiatif ini melibatkan semua kumpulan yang berkepentingan (stakeholders) kepada pendidikan dalam sama-sama untuk mendapatkan input mahupun sokongan padu bagi menggerakkannya.

Saya sendiri telah membuat beberapa lawatan ke sekolah di negara ini untuk melihat secara dekat akan perlaksanaan program-program pendidikan yang ada dan ingin mengetahui bahawa apa jua pembaharuan yang diperkenalkan itu sejajar dengan kehendaknya. Dari hasil lawatan-lawatan tersebut dan juga dari maklum balas para pengetua, guru besar dan guru-guru di sekolah-sekolah berkenaan, beberapa penemuan telah saya dapati yang mana pada pandangan saya memerlukan perhatian yang serius.

Di antara penemuan-penemuan yang saya maksudkan di sini adalah mengenai dengan pendekatan-pendekatan yang dipraktikkan di sekolah-sekolah dalam pembelajaran dan pengajaran khususnya mata pelajaran - mata pelajaran teras (core subjects) dan juga keadaan suasana persekolahan yang kurang kondusif.

Perkara-perkara ini telah saya suarakan dan bincangkan bersama-sama dengan ketua-ketua jabatan di Kementerian Pendidikan bagi sama-sama mengambil tindakan-tindakan pembaharuan yang sesuai mengenainya. Pembaharuan yang sudah dijalankan setakat ini salah satu daripadanya adalah mempergiatkan Pendidikan Jasmani dan Program-program Pendidikan Kokurikulum.

Adalah menjadi harapan saya supaya kerjasama rapat di kalangan sekolah-sekolah dan kementerian akan terus dipergiatkan lagi bagi sama-sama untuk mempertingkatkan lagi kualiti pendidikan negara ini. Saya juga berkesediaan untuk mendengarkan apa jua pandangan mahupun pemikiran dari para guru-guru sekalian dan untuk itu, insya-Allah sesi-sesi interaksi antara saya dan para Pengetua dan Guru-guru Besar akan kita laksanakan tidak lama lagi.

Sebagaimana jua yang saya sebutkan awal tadi, mempergiatkan Pendidikan Jasmani sebagai 'complementary' dan 'supplementary' kepada program dan kurikulum sekolah adalah merupakan sebagai salah satu daripada komponen pembaharuan yang dihasratkan akan membawa perubahan positif kepada suasana persekolahan.

Pendidikan Jasmani atau Physical Education (PE) memainkan peranan penting di dalam memupuk pertumbuhan dan perkembangan diri pelajar-pelajar dari aspek jasmani, mental, sosial dan emosi. Perkara ini adalah sebagaimana jua yang selalu kita dengar iaitu 'otak yang cerdas terletak pada tubuh yang sihat.' Ianya juga memberikan nilai tambah kepada pelajaran-pelajaran lain merentasi kurikulum. Dalam kehidupan moden sekarang dan juga pada masa akan datang dan dengan melihat keadaan fizikal sebahagian pelajar-pelajar kita, kegiatan kecergasan dan kesukanan dalam Pendidikan Jasmani semakin diperlukan. Pendidikan Jasmani memberi ruang kepada pelajar-pelajar dalam sistem dan program pendidikan untuk melakukan secara berkumpulan, berpeluang untuk berinteraksi kegiatan-kegiatan jasmani secara berkumpulan, berpeluang untuk berinteraksi secara sihat dan melahirkan kreativiti positif pelajar-pelajar. Apa yang diharapkan perkara ini akan menyemarakkan lagi suasana persekolahan menjadi riang ceria dan menghasilkan pembelajaran dan pengajaran yang lebih menyeronokkan kepada pelajar-pelajar.

Kini, mata pelajaran Pendidikan Jasmani mempunyai peruntukan waktu kurikulum yang khusus dan juga garis panduan melalui sukatan pelajaran menengah atas yang diterbitkan. Kejayaan perlaksanaannya banyak bergantung kepada guru-guru yang mengajarkannya. Pendidikan Jasmani bukan sekadar hanya membuat aktiviti fizikal tetapi juga dilengkapi dengan ilmu bantu yang perlu diketahui dan diikuti seperti asas Sains Sukan, peraturan-peraturan kesukanan dan pertandingan, pengurusan keselamatan dan aspek-aspek lain yang perlu dipatuhi. Untuk itu, Kementerian Pendidikan amat menyedari akan pentingnya guru-guru yang mengajar pendidikan jasmani dibekalkan dengan pengetahuan, kapasiti, pedagogi dan kemahiran yang terkini dalam bidang tersebut.

Apa yang difahamkan, kita masih mempunyai kekurangan dari segi peralatan, tenaga pengajar bahkan juga infrastruktur kemudahan untuk mengadakan Pendidikan Jasmani. Walau bagaimana pun ia bukanlah sebagai penghalang bagi sekolah-sekolah untuk mengadakan program tersebut. Usaha-usaha sedang dipergiatkan oleh jabatan-jabatan dalam Kementerian Pendidikan untuk memenuhi keperluan tersebut.

Walau bagaimanapun, saya sukacita ingin menyeru kepada kita semua untuk membuat anjakan 'mindset' dan bergerak secara berpasukan dalam sama-sama memastikan apa jua usaha-usaha pembaharuan yang kita laksanakan itu akan membuahkan hasil kejayaan sebagaimana jua yang dihasratkan.

Akhirnya, dengan mendahulukan kalimah Bismillahir Rahmanir Rahim dan bertawakal kepada Allah Subhanahu Wata'ala, saya sukacita merasmikan Pelancaran Sukatan Pelajaran Pendidikan Jasmani Menengah Atas.

Wabillahit Taufiq Walhidayah Wassalamu 'Alaikum Warahmatullahi Wabarakatuh.

Dimuat turun dari http://www.brunet.bn/news/pelita/10mei/haluan.htm

MAJLIS SAMBUTAN HARI RAYA AIDILADHA DAN DOA SELAMAT SEMPENA PENUTUP SEMESTER 1/08

2008-12-05T22:56:00.001+08:00

Salam..

Sempena penghujung Semester 1/2008 dan Sambutan Hari Raya Aidil Adha, satu Majlis Makan Tengahari akan diadakan bagi Kumpulan B. Ed PJ dan SMP PJ Tahun 1/2008. Majlis tersebut akan diadakan pada:

9 Disember 2008, Hari Selasa, Jam 12.00 tengahari bertempat di Restoran Haji Zainal, Giant, Kg. Rimba.

Sekian. Untuk makluman.

NOTA ILMU BAHASA I

2008-12-04T19:16:00.000+08:00

Notes Ilmu Bahasa

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TEORI PEMBELAJARAN

2008-12-04T14:11:00.001+08:00

Teori Pembelajaran

Publish at Scribd or explore others: Law Education Teori pembelajaran

PJ & K NOTES POSTED TO SCRIBD

2008-12-04T13:29:00.000+08:00

Pendidikan Jasmani & Kesihatan

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NATIONAL PRIMARY SCHOOLS CRICKET COMPETITION 2008

2008-12-04T13:13:00.005+08:00

School awards cricketers
By Shanwaz

Nakhoda Abdul Rashid Menunggol Primary School headmaster Azlan bin Hj Adam presented trophies to the team who participated in the finals of nationwide cricket competition for primary schools held at Jalan Ong Sum Ping. The cricket competition was organised by 'Persatuan Kriket Brunei'. The school won second place while Tumpuan Telisai Primary School won the competition. -- Courtesy of Borneo Bulletin

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FLASHING 8 UBD LIBRARY

2008-12-04T13:09:00.000+08:00

Foreigner Jailed For Flashing
By Rol Ezam

Bandar Seri Begawan - A Pakistani national was sentenced to four months' imprisonment by the Bandar Seri Begawan Magistrate's Court yesterday after he pleaded guilty to exposing his private parts to two Universiti Brunei Darussalam (UBD) students.

Muhammad Umar Khattak, 30, who is neither a student nor an employee of UBD, went on two occasions to the university library on November 1 and 4 and exposed himself to two different female students, said the Prosecuting Officer.

The court heard that the first complainant was at the UBD library doing her assignment and saw the defendant looking for a book. The defendant later sat next to the complainant and asked something about the Internet, but the complainant said she could not understand what he was asking for.

A few minutes later, the complainant saw the defendant, still sitting next to her, unzip his pants. She saw him repeatedly zipping and

unzipping his pants and later saw him exposing his private parts.

The defendant went again to the library three days later. The second complainant saw the defendant standing near the bookshelves and unzipping his pants to expose his private parts.

The two complainants positively identified the defendant when the police conducted an identity parade. The defendant, who has no previous conviction, was arrested on November 24. -- Courtesy of Borneo Bulletin

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