Archive for the ‘1Student 1Sport’ Category

‘Let children play’

Sunday, June 8th, 2014

KUALA LUMPUR: Parents must encourage heir children to be active instead of just focusing on scholastic achievements.

This is because any form of sport, whether it’s playing of badminton over the house gate, kicking around a football in the neighbourhood field or a competitive futsal tournament, has been shown to be the catalyst for an array of positive benefits for children.

First and foremost, by simply participating in sports, children are able to generate endorphins, naturally-occurring chemicals that promote happiness, combat stress, give a general sense of wellbeing and provide an all-round positive approach which is invaluable in helping them cope with the issues they face in their daily life, not least of which is the constant pressure to perform well.

Children will also pick up skills and life values through sports, as well as for parents to spend quality time with their children.

“We have always known that sports is a vital component of a child’s development as it helps their cognitive skills, which is how they process information and understand things. said Hospital University Kebangsaan Malaysia child psychiatric expert Dr Fairuz Nazri.

“This is especially true for children who are kinesthetic learners, which means they learn through doing things or by practical exposure rather than being taught through traditional teaching methods.”

“To me, participation in sports is just as important as academic training because playing sports will keep our children both physically and mentally healthy, so that they can succeed. Parents should not think that sports will hinder their child’s academic progression as it’s essential to their proper development.” said Nik Muhd Radzi, technical director for the Milo Hidup Bola tournament.

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Ugly side of a beautiful game

Sunday, February 9th, 2014

Malaysian football has become rather colourful of late, with a much publicised tunnel bust-up leading to a game being abandoned at half-time recently.

FORMER national footballer Serbegeth “Shebby” Singh (pic) scoffs when asked about T-Team’s decision to walk out of a match with Johor Darul Takzim (JDT) last week after a tunnel bust-up during half-time.

“The T-Team feared for their lives? OMG. How dramatic!” he remarks bitingly.

He says it is normal in the heat of the moment that emotions run high and “things happen”.

“Somebody hits someone, curses, swears or spits. There is pushing and shoving but then you get on with the game.”

He points out that this “happens a lot” in the tunnel at football matches everywhere in the world.

Chuckling, he says that even Manchester United’s (then) manager Alex Ferguson was not immune and had pizza chucked at him in the tunnel by an Arsenal player in 2004.

So Serbegeth cannot understand why there is a “big hoo-ha” over the recent tunnel bust-up in Larkin when “such things are a norm in football”.

“Come on, it is a man’s game. People should be ‘man’ enough to come out and complete the match.

“It is ridiculous when a team refuses to come out and play in the second half. You have to play the game,” he stresses.

If it was him who was roughed out in the tunnel, he would be even more motivated and determined to come out and play and trash the other team on their home ground in front of their fans.

Serbegeth is a Johorean and he was at the Larkin Stadium during that tunnel bust-up. But he insists he is not speaking as a Johorean but as a national player.

“If you speak to 10 footballers, all 10 will say what I am saying. But if you speak to non-football people, they will be on their high horse and think differently.”

by Shahanaaz Habib.

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DPM: Sports strengthens unity

Tuesday, November 19th, 2013

KUANTAN: Active involvement in sports among students could help strengthen unity as there is interaction among those from different backgrounds, said Deputy Prime Minister Tan Sri Muhyiddin Yassin.

He said through sports, students could communicate, socialise and get to know each other, regardless of their ethnic and cultural backgrounds.

“We must build a strong foundation for unity in the education system so that our students can play their role as an agent for unity,” he said when opening the fifth Educational Institutions Sports (Sipma) tournament at Kolej Matrikulasi Gambang here last night.

Citing the Sipma tournament as an example, he said 1,281 officials and athletes would be participating in various events that could help unite them.

“It is not strange to see people from different ethnicities participating in sports while being cheered on,” he said.

Muhyiddin, who is also education minister, urged all educational institutions to focus on sports as it could help students develop social skills and prepare them for the next phase in their lives.

1M1S attracts 200,000 students in Sabah

Tuesday, July 5th, 2011

KOTA KINABALU: About 200,000 students from all over Sabah took part in the 1Student, 1Sport (1M1S)  Programme, which was launched simultaneously nationwide yesterday.

GETTING READY: Some of the around 10,000 participants of the programme for Likas Zone warming up.

Sabah Education Department director Datuk Dr Muhiddin Yusin said the programme at state-level involved 213 secondary and 1,072 primary schools.

“We have over 490,000 primary and secondary school students in Sabah. With all the schools involved, I believe over 200,000 of them are involved in the programme,” he said when met at the launching of the state-level event at the Likas Stadium yesterday.  Muhiddin said teachers, officers of education department, heads of federal and state departments, parents teachers associations (PIBG) and the public took part in the programme.

The State-level launching was conducted either in the respective schools or schools combined into districts or zones.

“Take the State Education Department level, for example, we combine the 11 schools within the Likas Zone.

“The schools are SM Lok Yuk,  SM All Saints, SM Teknik, SMK Likas, SMK perempuan Likas, SM Shan Tao, SK St. Agnes, SJK Lok Yuk, SJK St. James, SJK Chung Hwa, SK Lok Yuk and PIBGs.

“Participation for (Likas Zone) already reached around 10,000 people,” he said.

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Malaysia, UK Teachers In Physical Education Exchange Programme

Saturday, March 26th, 2011

KUALA LUMPUR: Twenty-one teachers from Perak and Sabah are currently on an exchange programme in the United Kingdom (UK) to share ideas and impart knowledge on developing physical education training.

Under the same programme, 20 teachers from UK were teaching physical education at schools in the two states, said Education Ministry director-general Datuk Abdul Ghafar Mahmud.

He said the programme was launched last year, and borne from a pledge in 2005 by the London Organising Committee of the Olympic Games and Paralympic Games in Singapore to connect young people across the globe to the power of sports.

“This is a new dimension to sports in schools whereby, the teaching of sports has been enriched with new innovative ways, thus enabling students to participate more actively.

“This will come into physical education to teach students how to play sports well,” he told reporters after opening the International Inspiration Celebrating Success here Thursday.

Abdul Ghafar said Malaysia was one of the 15 countries chosen by UK under the programme, and hoped it would enhance the ‘One Student, One Sport’ policy that would be launched in July for all schools in Malaysia.

“We are confident the policy, which is to get all students involved in sports all-year round, could be further enhanced by the programme,” he said.


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Linking sport to positive behaviour

Tuesday, December 28th, 2010

Teachers are becoming increasingly convinced that that taking part in regular physical activity can have a significant impact on children’s behaviour.

The Qualifications and Curriculum Authority’s PE and School Sport (PESS) investigation concluded that physical activity has a motivational impact on children, increasing their self-esteem and general wellbeing. It also found that PE and sport helps children to develop essential social skills such as concentration, self-discipline, cooperation and an awareness of the need to think of things and people other than themselves.

The knock-on effects on work in other curriculum areas and on attitude in general makes PE a particularly appropriate tool for helping children with behavioural difficulties. The earlier children are introduced to the learning and developmental processes inherent in good quality physical activity, the sooner they can benefit.

The QCA identifies the following ways in which schools can use high quality physical activity to impact positively upon behaviour.

Provide activities at break times and lunchtimes

In many schools, the playground is the setting for a lot of unacceptable, challenging behaviour, so offering pupils a range of formal and semi-formal activities at break times and lunchtimes can have a significant impact.

If pupils have something positive to do in the playground, they channel their energy into physical activity rather than getting involved in arguments and fights. They form new friendships, learn to cooperate and become more tolerant of one another.

Find out what activities children in your school would like to be offered in the playground and then respond to their requests. If they feel empowered, they are more likely to participate in and enjoy the activities. Choose activities that encourage pupils from different year groups to mix and work together, such as team-building games or dancing; avoid aggressive team games that might increase tension.

To sustain interest, offer a limited choice of activities at any one time. This works on the same principle as children’s menus in restaurants – the choices are attractive but limited. Pupils know what they are doing, are able to get on with the activity and feel they can succeed.

Reorganise space at break times and lunchtimes

Pupils’ behaviour improves when they feel they have a safe space in which to play freely. Setting up zones for various types of activity encourages pupils to be more purposeful and active.

Allocate and mark out areas of indoor and outdoor space, for example the playground, all-weather pitch, fields and hall, and provide specific activities in each area. Make sure there is supervision. Tell pupils what they can choose from and encourage them to stick to one task at a time.

Make sure there is enough equipment available

If pupils spend less time queuing for equipment and waiting for a turn, there will be less frustration and boredom. With fewer arguments about how long someone’s turn has taken or whose turn is next, relationships between pupils improve.

Put an efficient, fair system for distributing equipment in place. Consider training pupils to manage the distribution and collection of playground equipment.

Encourage adults to support positive play

If pupils see adults behaving in a positive, active way, they are more likely to do the same. Receiving praise and positive feedback from an adult can increase a pupil’s self-esteem and, in turn, improve their behaviour. By taking a more hands-on approach in the playground, midday supervisors are more likely to anticipate and stop incidents of unacceptable behaviour.

Ensure that adults take a positive interest in what pupils are doing. They could organise activities, coach pupils, join in or simply provide general feedback. Train classroom assistants and midday supervisors to act as play leaders and manage activities.

Give pupils roles and responsibilities

Putting older and younger pupils together changes the atmosphere of the playground and makes it feel much more inclusive and supportive. The younger pupils look up to their older role models and want to win their respect by behaving well. With more supervision and organisation in the playground, there tends to be less bullying and other negative behaviour.

Give older pupils roles as play leaders or mentors at break and lunchtimes. They could take responsibility for organising equipment, leading activities, teaching younger pupils games and supporting their play.

Use team-building and cooperative activities

Pupils learn how to cooperate, work together to achieve a goal and get on with one another. Being put in a position of responsibility for, or reliance on, others in a team often brings out the best in them. This can have an impact on their behaviour far beyond the activity itself.

Provide pupils with tasks and challenges that promote cooperation, problem-solving and teamwork during PE lessons or in clubs after school. Outdoor and adventurous activities and parachute-style games can be particularly effective.

Introduce activity breaks in lessons

Short activity breaks in the middle of lessons other than PE can improve behaviour. This works best when the activity is structured and organised and, where possible, is related to the lesson (for example, an active numeracy challenge in a mathematics lesson).

Many pupils lose concentration when they have been sitting down for a long time. They tend to become fidgety and find ways of attracting attention by annoying or distracting others. A short five- to 15-minute exercise break to do something active and exciting gets the oxygen flowing to the brain. They come back to their task in a better frame of mind and ready to behave better.

Success stories

Abbey Park Middle School, Worcestershire
In an effort to improve their attitudes towards learning, 18 Year 6 pupils from a year group of around 80 were asked to take part in an after-school programme including physical activities.

Fifteen of the children were chosen for the ‘PESS Club’ because they had problems concentrating, low self-esteem, learning difficulties and social and emotional problems. The problems experienced by individual children included attention deficit hyperactivity disorder (ADHD), hearing difficulties and obsessive compulsive disorders (OCD).

The remaining three pupils in the group were selected as positive role models because they had shown excellent attitudes to learning and high levels of involvement in school life.

Almost 70% of the pupils already took part in extracurricular clubs and activities, and the school was keen to see if this involvement could have a greater impact on children’s overall achievement.
The activities that were offered included:

  • Tri-golf (with the help of an outside coach). The sessions culminated in an inter-school Tri-golf tournament
  • skipping workshop
  • dance mat club
  • athletics (led by an outside coach)
  • ‘rubbish fashion’ show
  • keyboard sessions
  • arts and crafts, including card-making, découpage and painting on glass
  • cookery.

Pupils were not offered a choice of activities, but simply invited to bring along their PE kit and join in with whatever was on offer.

Groups and pairs were set up to ensure that all of the pupils interacted with a range of other children, rather than staying in their established friendship groups.

As well as taking part in activities, PESS Club participants were given new responsibilities around the school, including serving in the tuck shop, acting as librarians, helping with the school’s play leader scheme, ordering new playground equipment and helping to organise the dance mat club.

Staff found that most of the targeted pupils progressed in leaps and bounds. Their overwhelmingly positive comments on the experience contrasted dramatically with their scepticism – even hostility – at the start of the project. Teachers reported a marked improvement in cooperative skills and noted that the pupils involved developed the ability to think more about others, rather than putting themselves first.

Since taking part in the sessions two of the pupils have signed up to become play leaders and three have volunteered to become peer mentors.

One pupil with an obsessive compulsive disorder has started eating with other pupils for the first time and, after being introduced to Tri-golf through the PESS Club, has been inspired to join a community golf club.

Fair Furlong Primary School, Bristol
Fair Furlong found that improving the activities on offer to pupils at break and lunchtime had a positive impact on pupils’ behaviour, attitudes to learning and attendance.

As a Zoneparc school, Fair Furlong started by auditing pupils’ needs and then established areas for a range of different pupil activities in the playground. These included:

  • areas for quiet activities, with good-quality seating and board games
  • a fenced ballpark for fast-flowing mini-sports
  • areas for more general activity, such as basketball shooting, kingball, catch-up and ‘piggy in the middle’.

The school invested in good quality PE equipment exclusively for use at playtimes and lunchtimes, including a dance stage with music where pupils could develop their own routines. Once a week, Year 10 pupils from the nearby secondary school provided dance guidance and leadership.

Four learning support assistants (LSAs) took on the role of play leader at lunchtimes. School meal supervisory assistants (SMSAs) and LSAs were given a day’s training on how to use the Zoneparc equipment and ideas for activities. The training included strategies for managing difficult pupil behaviour and creating systems to reward good behaviour and encourage involvement in activities.

Providing a good learning environment in the playground by organising the playground into different activity areas enabled pupils to feel safe and encouraged them to play freely in adequate space and focus on what they were doing.

As a result, there were significant improvements in their attitudes and behaviour. A small group of pupils who were disaffected and negative towards both their peers and the school environment developed greater self-esteem. They were happy to describe how the new playground activities affected their lives in a positive, productive way.

The number of anti-social incidents logged in the playground area fell by two-thirds while the number of pupils involved in purposeful physical activity increased significantly. The range of activities available to pupils became much broader and met a wider variety of needs; football no longer dominated.

SMSAs were under less stress and described their work as more fulfilling and rewarding. As a result, the school had a waiting list of people wanting to be SMSAs.

Attendance rates improved significantly, particularly among more vulnerable pupils, and teachers reported that the climate for learning in the classroom improved with pupils approaching tasks with more confidence and concentration. Their enhanced ability to work cooperatively and purposefully with one another generated more on-task time, while minimising distraction.

by Crispin Andrews.

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Sports Equipment In Schools Not Fully Used

Wednesday, October 27th, 2010

KUALA LUMPUR:  Sports equipment valued at RM783,955 supplied to 27 schools since 2007 has not been fully used, according to the 2009 Auditor-General’s Report.

The Education Ministry had provided apparatus for gymnastics and athletics and items like tennis and golf balls.

Some of the items were not used because they were unsuitable or surplus to requirement, the report said.

It also said that 15 schools were found not to have recorded properly receipt of sports equipment valued at RM588,612.

The Auditor-General asked the ministry to be clear in future about what was required before supplying it.


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Badminton brings out the Malaysian in us.

Wednesday, September 1st, 2010

Badminton brings out the Malaysian in us. WHERE were you when we last won the Thomas Cup? Most Malaysians old enough to remember that famous win will be able to tell you exactly where they were when Cheah Soon Kit and Soo Beng Kiang clinched that final point against their Indonesian opponents at exactly 12.36am on May 17, 1992. On that historic day, it didn’t matter who was playing – whether it was Rashid Sidek, Foo Kok Keong or Cheah Soon Kit – Malaysians got behind the team that day, and every single one of us felt the exhilaration of winning the most prestigious prize in badminton. And that spirit of unity isn’t confined to just that moment in time. Even today, Malaysians still turn up in droves at the stadium with our kompangs and drums to support the national team, regardless of who is playing. There’s just something about badminton that flows through our Malaysian veins. It is a sport that transcends race, religion, age and gender, one that anyone and almost everyone can play. We’ve played the game with our neighbours across the front gate of their house. We’ve got more badminton halls than football fields. Whether you play the game or not, chances are if you are Malaysian, you will have at least one memory of a flying shuttlecock.

Smashing success

Home support: Malaysians turned up in full force for the semi-final between Lee Chong Wei (left) and China’s Lin Dan in this year’s Thomas Cup at Putra Stadium in Bukit Jalil.

Historically, Malaysia has always competed at the very top of the game. After all, we did win the inaugural Thomas Cup way back in 1949, and successfully defended the title until 1958 when Indonesia emerged as a badminton powerhouse. Even then, our players are still among the world’s best. But just what is it about badminton that brings Malaysians together so? Perhaps the best people to answer this question are the ones who brought us together in the first place – the players themselves. According to Datuk Eddy Choong, arguably our greatest player ever, Malaysians’ love affair with badminton goes back all the way to post-World War II times.

Cheerleading squad: Fans showing their support for the national badminton team.

“Back then, badminton was the cheapest sport we could play, because we could play it outdoors. We didn’t even need a proper court – just a sheet of cloth for the net, and shuttles!” he recalled. “It was more convenient than playing tennis or football. I remember in Penang, there would be over 100 badminton courts along a single street!” Choong, who won the All England Open men’s singles title four times between 1953 and 1957 and was part of the 1955 Malayan Thomas Cup-winning team, said that as a result, Malaysia has always been strong in badminton. “Even before we won the first ever Thomas Cup in 1949, we already had a reputation for being very good at badminton. Top players from other countries would come to Malaysia and be soundly beaten,” he said.

No.1 sport: Badminton fans come from all walks of life and will gather anywhere to watch the game together.

Malaysia has always enjoyed consistent success in the world badminton arena. Choong and other players such as Tan Aik Huang, Ng Boon Bee, and Ooi Teck Hock have racked up All England and Thomas Cup wins by the dozen in the past, while the 80s were memorable for the rise of the legendary Sidek brothers. Even today, despite China’s dominance, Malaysia still has quite a formidable roster of players, led by world No.1 Lee Chong Wei, who won the All England singles this year.

by Michael Cheang.

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The power of sports for a better society

Saturday, July 17th, 2010

Schools have the duty to not only educate their pupils but also to provide the foundation for pupils to become good holistic individuals.

THE Government is taking various measures to attract more interest in sports in schools.

“Sports represents a major agenda in demolishing the racial wall and strengthening solidarity,” Education Minister Tan Sri Muhyiddin Yassin said recently.

In a multiracial country like Malaysia, sports is a powerful tool to converge diversity. It not only helps foster a healthy lifestyle but more importantly helps in the development of a resilient, disciplined, determined, focused and cooperative society.

The way forward to developing this strong sports culture is to imbue and nurture interest in sports in our children from a young age. The proposed 1Student 1Sport initiative is indeed timely.

Sports in school provides students the opportunity to learn a number of skills. It teaches one to develop physical skills, emotional endurance, inculcates positive values and provides the platform for expression of one’s culture.

The 1Student 1Sport proposal will undoubtedly be received with reservation by some. People in general will have a tendency to resent compulsory, rather than voluntary, activities, especially if that activity impinges on their spare time.

Some might even say that once-a-week participation in sports con­tributes little to health, or some might even say that students could seek “these delights in sports” outside school hours through clubs and associations.

In retrospect, too, the heavy workload in schools will make students less likely to choose sports voluntarily. With rising obesity among our youth, making it compulsory to keep healthy will, in the long run, encourage positive public health.

The importance of sports in education led Unesco in 1978 to recognise physical education (PE) as an “essential element of life-long education”. School sports is about discovering gifts, and PE could be one of the driving forces.

For the 1Sport 1Student proposal to succeed, the Government would have to improve sports infrastructure in schools and also encourage state governments and local authorities to allow the use of their sports facilities for schools lacking in these aspects.

Schools have the duty not only to educate their pupils but also to provide the foundation for pupils to become rounded individuals in adult life.

by Tan Sri Alimuddin Mohd. Dom.

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All systems go for ‘1Student, 1Sport’ policy next year

Thursday, July 15th, 2010

KUALA LUMPUR: All necessary plans have been made to introduce the “1Student, 1Sport” policy in schools next year, said the Deputy Prime Minister.

“We have informed our officers on the appropriate ways to implement this at both primary and secondary school levels, as students of different ages have a different approach to sports,” said Tan Sri Muhyiddin Yassin at a press conference after opening the Second Asean Schools Games at the Kuala Lumpur Football Stadium here yesterday.

Muhyiddin, also the Education Minister, said that almost all schools had sports teachers, but quality must be there.

“One teacher training institute has been tasked to train highly qualified sports teachers.”

Bang on target: Muhyiddin shooting at a target to launch the 2nd Asean Schools Games. With him are Tunas Dwidharto (left) and Asean Schools Sports Council president and Malaysia education director-general Tan Sri Alimuddin Mohd Dom. — UU BAN/The Star

Muhyiddin added that about 70% of schools had adequate facilities, while the remaining 30% with insufficient facilities would be assisted.

“I admit that we have not given special attention to sports infrastructure for a long time and we will address this,” he said.

In the meantime, he said schools could turn to facilities owned by the Government or the municipal councils.

Last week, Deputy Education Minister Datuk Dr Wee Ka Siong said the ministry had decided to make sports a compulsory condition to enter public universities and it would be implemented gradually in a systematic fashion in all schools.

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