No abstract

This study was conducted to determine the level of psychomotor domain among Reserve Officers Training Team (PALAPES) after underwent three years of training module. 105 PALAPES cadet officers were recruited as participants in this study. Co-curriculum index assessments (IPKo) were used to assess psychomotor domain achievement level. Results showed all psychomotor skills were rated only at a 'good' and 'moderate' level. The skill item showed the highest percentage of 65.7% cadets at 'good' level and 34.3% cadets are at 'moderate' level with mean value of 3.66. The overall mean of psychomotor skills (physical skills) is at a 'good' level of 3.56. Results demonstrate the effectiveness of co-curricular activities involvement among university students in developing psychomotor domains.

This study was conducted to examine the level of affective domain among Reserve Officers Training Team (PALAPES) after underwent three years of training module. 105 PALAPES cadet officers were recruited as participants in this study. Co-curriculum index assessments (IPKo) was used to assess cognitive domain achievement level. Results showed all the cadets are only at the 'Good' and 'Moderate' levels for all the affective items that have been given. No significant difference was found in the mean affective level between male cadet and female cadet. Results demonstrate the advantages for the university students to involve in co-curricular activities such as PALAPES in enhancing their affective domain.

The purpose of this study is to investigate the repeated sprint ability (RSA) performance among university soccer players. Twenty-four university representatives were voluntarily recruited as participants of this study and were asked to perform the RSA test that was modified which includes change of direction component in it. Participants were required to perform the RSA test in two conditions, with and without ball. Sprint time, fatigue index (FI) and percentage of decrement score of sprinting (Sdec) were analysed and compared between both protocols. Results showed that the sprint time without ball was significantly faster compared to sprint time with ball. Besides that, the FI and Sdec were shown to be significantly higher in with ball condition compared to without ball condition. Due to the drop of performance seen in the with ball condition, it shown the need for coaches and athletes to enhance the ability to move fast with ball, as this will enhance their team ability to control the ball possession which may affect the outcome of a soccer match.

This study aims to identify the role of Co-curriculum Centre in implementing the cocurricular courses for the Bachelor of Education (ISMP) students of Sultan Idris Education University. The survey's design uses questionnaires on the effectiveness of co-curricular courses of UPSI (α = .80) on 811 respondents of eighth semester students. The findings show that all sections are given good feedbacks by the students and state that they agree that the Co-curriculum Centre provides knowledge and experience which are useful to be applied during teaching practice. The highest mean score is co-curriculum content item (m = 3.68), lecturer of the co-curricular course item (m = 3.37), support officer of co-curriculum center item (m = 3.31) and teaching aids (m = 3.15). Through ANOVA, the comparison between the four items shows significant differences of p < .05. The factor of the content of co-curricular courses offered F(3,807) = 12:59, p = .000 and co-curricular course lecturer factor F(3,807) = 4:49, p = .004. While the teaching aids factor and the officers of Co-curriculum Center did not show a significant difference. The findings show that the co-curricular courses are very beneficial to the ISMP students in guiding them to implement co-curricular activities during the teaching practice in schools. Nevertheless, the Co-curriculum Centre should always be ready to provide beneficial courses, experienced lecturer, sufficient facilities and teaching aids, and dedicated officers.