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Background: During coronavirus disease in 2019 (COVID-19) pandemic, the Malaysian government adopted Movement Control Order (MCO) to contain the spreading of COVID-19 including physical activity restrictions. The aims of this study were to measure the physical activity during pandemic COVID-19 among undergraduate university students, and to measure the difference between genders. Methods: A total sample of 400 full-time undergraduate university students from Universiti Teknologi MARA (UiTM), Sarawak Branch were recruited in this study. The International Physical Activity Questionnaire-Short Form (IPAQ-SF) was used to assess the physical activity. An electronic questionnaire was administered once to students during MCO Phase 3. The Independent Samples T-Test was used to identify the level of physical activity between genders. Results: During MCO the weekly total physical activity MET was 1734.80±1484.94 min/week; with total mean for vigorous, moderate and walking MET of 640.80±897.48, 500.75±728.652 and 593.25±806.01 min/week, respectively. The result of mean indicated that the total physical activity MET for undergraduate students during pandemic COVID-19 MCO (phase 3) was moderate-active (M= 1734.80 min/week). The findings shown that there was no significant difference (p < 0.05) between physical activity and gender (male and female) among undergraduate students during pandemic COVID-19. Conclusions: The physical activity level among undergraduate university students in Malaysia was found moderate-active during pandemic COVID-19 MCO phase 3.

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

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The objective of this study was to determine the effects of elbow flexion angles on handgrip force production. 200 women involved voluntarily as participants in this study. Participants were required to perform handgrip dynamometer strength test in three elbow flexion angle conditions; i) 0˚ (full extension), ii) 90˚ and iii) full degrees. Participants were given three trials for each side (dominant and non-dominant) in all three elbow flexion angles. Results showed that in all elbow flexion angles, dominant handgrip force were higher compared to the non-dominant side. Besides that, performing handgrip with 0˚ elbow flexion produced greatest force followed by 90˚ and full elbow flexion. To conclude, testers need to standardize the handgrip strength test procedures as different in elbow flexion angles and the use of dominant/non-dominant sides were shown to significantly affect the force production.