sport education

1. Kompetensi KEJURULATIHAN
Roger Federer
Michael Jordan
Tiger Wood
KURSUS SAINS SUKAN TAHAP I
Ronaldo

2. Nicol David
1
Merancang Program Latihan
Mengelola Sesi Latihan
Kemahiran Mengajar Asas
Latihan Berkesan

3. Phua banyak “shock-shock” sendiri
1. Merancang Program Latihan
a.Rational planning – Goals, activity,
organization, evaluation
b. Factors – safety, players,
equipment, time, syllabus/session
plan
c. Time management
- objective, content activity, visual
aids, evaluation

4. Phua banyak “shock-shock” sendiri
2. Mengelola sesi latihan
a. General points (4 area of preparation)
i. Physical preparation
ii. Technical preparation
iii. Tactical preparation
iv. Psychological preparation
- Continuity in coaching session
- Assessment
- Make planning for the next session
b. Keselamatan (Safety)
c. Motivasi (Motivation)
d. Pembelajaran (Learning)
e. Organisasi (Organisation)
f. Masa (Timing)

5. Phua banyak “shock-shock” sendiri
3. Kemahiran Mengajar Asas
a. Klasifikasi kemahiran sukan – tertutup
& terbuka
b. Pengajaran kemahiran tertutup
c. Pengajaran kemahiran terbuka
d. Penentuan matlamat (goal setting)
e. 7 langkah (process) in planning &
demonstrating
f. Maklumbalas (feedback)

6. PBSS ? Phua banyak “shock-shock” sendiri
4. Latihan Berkesan
a. 7 principles
1. Practice the right skill
2. Practice the skill in contest
like conditions
3. Keep practices short &
frequent
4. Use practice time efficiently
5. Make optimal use of facility
and equipment
6. Experience success
7. Make practice fun
b. Planning/organizing the
practice session

7. PBSS = Phua Bukan Sangat Serius
Phua was asked to make a sentence using 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Not only did he do it 1 to 10 he did it again from 10 back to 1. This is what he came up
with.....
1 day I go 2 climb a 3 outside a house to peep. But the couple saw me, so I panic and 4
down. The man rushed out and wanted to 5 with me.. I ran until I fell 6 and threw up. So
I go into 7 -eleven and grabbed some 8 to throw at him. Then I took a 9 and try to stab at
him. 10 God he run away.
10 I put the 9 back and pay for the 8 and left 7 -eleven. Next day I called my
boss and told him I was 6 . He said 5 , tomorrow also no need to come back 4 work.
He also asked me to go climb a 3 and jump down. I don't understand. I am so nice 2 him
but I don't know what he 1 .

8. Nicol David
1
Merancang Program Latihan
Mengelola Sesi Latihan
Kemahiran Mengajar Asas
Latihan Berkesan

9. MERANCANG KAEDAH PENGAJARAN
DI AKHIR TOPIK INI JURULATIH AKAN MEMAHAMI TENTANG:
• PRINSIP ASAS PERANCANGAN KURIKULUM
• PENGURUSAN MASA & PERANANNYA DLM
PERANCANGAN PENGAJARAN
I00 M
9.69 Sec

10. MERANCANG KAEDAH PENGAJARAN
PERANCANGAN YG RASIONAL PERLU:
• OBJEKTIF (GOALS)
• AKTIVITI (ACTIVITY)
• ORGANISASI /PENGURUSAN
• PENILAIAN (EVALUATION)
I00 M
9.69 Sec

11. MERANCANG KAEDAH PENGAJARAN
GOALS
WHAT DO I WANT PLAYERS TO KNOW, DO OR
EXPERIENCE DURING THE SESSION

12. ACTIVITI
WHAT SHOULD MY PLAYERS AND MYSELF DO, SO
THAT THE GOALS ARE ACHIEVED?

13. ORGANISASI
HOW SHOULD THE ACTIVITY BE
ORGANIZED

14. PENILAIAN
HOW DO I KNOW THE
ACHIEVEMENT OF THE
PLAYERS

15. MERANCANG KAEDAH PENGAJARAN
Bagi memenuhi kehendak di atas maka hendak ambil kira faktor :
Keselamatan – pemain, venue, peralatan, bangunan
dari aspek kecederaan kpd pemain
Pemain – kemahiran, sikap, motivasi, tahap
kecergasan, matlamat tuju kpd kepentingan pemain
Peralatan / Facilities – utk menjayakan latihan / Latihan
bersesuaian dgn peralatan/facilities sediada

16. MERANCANG KAEDAH PENGAJARAN
Bagi memenuhi kehendak di atas maka hendak ambil kira faktor :
Masa yg ada utk setiap sesi – kira & rancang
berdasarkan matlamat & objektif latihan
Sukatan / pelan – sesi latihan berdasarkan program
keseluruhan

17. MERANCANG KAEDAH PENGAJARAN
PENGURUSAN MASA
Sebahagian besar masa
ditumpukan utk matlamat
sesi latihan

Pembelajaran pemain, latihan
& permainan

18. MERANCANG KAEDAH PENGAJARAN
 Pengurusan masa lemah:
Tunggu sesuatu berlaku dulu – buang masa
Beri maklumat yg tidak relevan dgn pencapaian sasaran.
Masalah pengurusan & alatan – ambil masa yg lama utk
sediakan alat sebab tiada kepakaran & pengalaman.

19. MERANCANG KAEDAH PENGAJARAN
 OBJEKTIF JELAS, TEPAT DAN BOLEH DICAPAI – Keperluan dan
matlamat pemain
 KANDUNGAN AKTIVITI – hubungan kontent & objektif, masa,
keperluan pemain dsb
 PENGGUNAAN ALAT BANTUAN MENGAJAR – visual aids such
as video kamera, skitel, cones dsb

20. MERANCANG KAEDAH PENGAJARAN
 PENILAIAN
 PENEKANAN PD PERBEZAAN INDIVIDU
(PRINSIP LATIHAN).

21. Nicol David
1
Kemahiran Mengajar
Mengelola Sesi Latihan
Merancang Pangajaran
Latihan Berkesan

22. MENGELOLA SESI LATIHAN
DI AKHIR TOPIK INI JURULATIH AKAN MEMAHAMI
KOMPONEN ASAS SATU SESI LATIHAN

23. MENGELOLA SESI LATIHAN
Perancangan sesi latihan perlu merangkumi
•
•
•
•
Fizikal
Teknikal
Taktikal
Psikologikal

24. Physical Component
Motor skills
• Training & coordination of motor skills
(e.g., running, hops, skips, jumps, eye-hand skills such as
catch, dribble, throw)
Conditioning
• Anaerobic energy system
• Aerobic energy system

25. Anaerobic Energy System
WR holder Asafa Powell
I00 M
W Sprint champion Tyson Gay
Without oxygen = Activities that
require a large burst of energy over a
short period of time - 0 – 120 seconds

26. 0 sec
min +
4 sec
10 sec
1.5 min
3
Strength – Power:
power lift, shot put, golf swing
Sustained Power:
sprints, fast breaks, football
Anaerobic Power – Endurance:
200-400 m dash, 100 m swim
Aerobic Endurance:
Beyond 800 m run
Immediate/short-term
non-oxidative systems
Aerobic-oxidative
system

27. Physical Component
Flexibility
• Is the elasticity of a muscle
• Static - stretching a muscle (or group of muscles) to its farthest point and then
maintaining or holding that position
• Dynamic – controlled leg & arm swings that take you (gently!) to the limits of
your range of motion
Eg., slow, controlled leg swings, arm swings

28. Flexibility

29. Muscle Strength
The greatest amount of force a muscle can exert when flexed

30. Muscle Endurance
• Muscular endurance
- ability
of a muscle to sustain or
repeat contractions before
becoming fatigued
• Muscular endurance
increases your stamina for
daily tasks.
Eg., Exercises such as push-ups,
sit-ups, pull-ups and weight training

31. POWER
Ability to combine strength & speed

32. Technical Component
Skill
• ability to choose and perform the right techniques at the right time
Eg., Beckham able to put together the techniques of dribbling,
passing and kicking at the right times in the game

33. Competition Strategies
Off-site Strategy
On-site Strategy
Competition

34. Competition Strategies
Off-site Strategi
• Prosedur bangun pagi
• Aturcara pada hari pertandingan
Bila/Apa?
• Jenis makan dan waktu
• Jenis rehat atau aktiviti ringan
• Permeriksaan peralatan
• Waktu sesuai untuk bertolak ke arena
• Masa sesuai untuk mengulang acara secara mental
• Masa sesuai untuk periksa tahap kebimbangan serta tahap keyakinan
• Rehat
• Mengekalkan keyakinan
• Relaxasi dengan imageri positif
• Mengulang aktiviti secara mental
• Simulasi sebagaian daripada aktiviti

35. Mental Component
Tiger Woods developed his mental toughness over the years of working with his father,
who focused as much on Tiger's mental preparation as he did his physical skills.

36. Mental Component
Goal setting
• Need to train how to set goal and periodize the goals and
accomplishments based on level and aspirations
Self-talk
• Can be used to deal with these types distractions.
• For example, an athlete may feel that the referee is not being fair and
instead of focusing attention and energy on that, the athlete would
tell him or herself that the referee’s calls are not something that can
be controlled, but that what can be controlled is performance and
effort
Mental imagery
• Learning to deal with anxiety through simulated/visualized
competitions
• Having you "see" yourselves in the competitive environment,
handling all the pressures and performing well helps you feel as if
you have "been there before." Thus, on game day, the amount of
anxiety you experience will be lessened

37. Peranan Masyarakat Antarabangsa
The first photo was taken when the Chinese President went to USA

38. Peranan Masyarakat Antarabangsa
The second photo was taken when Bush went to China

39. MENGELOLA SESI LATIHAN
 PENYAMBUNGAN DLM SESI LATIHAN
(CONTINUITY IN COACHING SESSION)
 PERANCANGAN YG BERDASARKAN
SESI LATIHAN YANG LEPAS
CONTOH: 1 SERIES OF 6 WEEKS OF COACHING
SESSIONS THAT CAN SHOW A CERTAIN AMOUNT OF
PROGESSION
 BUAT PENILAIAN UNTUK SETIAP SESI
 Kelemahan
 Kekuatan
 Penambaikan

40. MENGELOLA SESI LATIHAN
 SEDIA MASA UTK RANCANG & BERI TUMPUAN PD:
•KESELAMATAN
•MOTIVASI
•MATLAMAT PEMBELAJARAN
•ORGANISASI

41. MENGELOLA SESI LATIHAN
 Aspek keselamatan diberi penekanan semasa sesi latihan
berjalan termasuk keselamatan peralatan.
Keselamatan peralatan
1.
Peralatan selamat utk diguna
2.
Alatan diguna dgn cara yg betul & selamat
3.
Peralatan diletak pd sudut / tempat yg selamat

42. MENGELOLA SESI LATIHAN
 Aspek keselamatan perlu diberi penekanan semasa
sesi latihan berjalan termasuk keselamatan peralatan.
Keselamatan peralatan

43. MENGELOLA SESI LATIHAN
 Aspek Keselamatan
Keselamatan kawasan
1.Kawasan selamat drpd bahan-bahan tajam, berduri, kotor &
objek-objek yg boleh menyebabkan kecederaan.
2.Kawasan terletak di kawasan yg rata. Kawasan tidak rata
boleh menyebabkan kecederaan.
3.Kawasan mudah dihubungi sekurang-kurangnya jalan darat,
atau air, atau udara utk memudahkan bantuan diberikan jika
berlaku kejadian tidak diingini.
4. Keluasan kawasan bersesuaian dgn aktiviti.

44. MENGELOLA SESI LATIHAN
 Aspek Keselamatan
Keselamatan kawasan
Medics desperately tried to calm the judge, who
was hit by the javelin during the warm-up for the
national championships in Sao Paulo, Brazil.
Holes &uneven
ground.

45. MENGELOLA SESI LATIHAN
 Aspek Keselamatan
Keselamatan Atlit
1.Atlit berada dlm kesihatan yang baik
2.Atlit patuhi peraturan & arahan
3.Atlit buat aktiviti regangan & memanaskan badan
4.Atlit buat aktiviti menyejukkan badan

46. MENGELOLA SESI LATIHAN
 Aspek Keselamatan
Keselamatan Atlit
5. Atlit pakai pakaian sesuai dgn aktiviti.
6. Atlit tidak laku aktiviti dlm cuaca yang buruk
7. Aktiviti di bawah pengawasan guru
8. Aktiviti bersesuaian dgn tahap pengetahuan & kemahiran atlit.

47. MENGELOLA SESI LATIHAN
 Aspek Keselamatan

48. Motivasi
Kegiatan sukan – pemain atau
penonton

49. MENGELOLA SESI LATIHAN

Motivasi
Ubahsuai pendekatan dan variasikan
kaedah supaya menjadi lebih menarik.
Cth: If players are playing a game, THE GAME
SHOULD BE PLAYED! Stopping to try to
improve their skills repeatedly discrupt the
flow of the game

50. MENGELOLA SESI LATIHAN

Motivasi
 Aim to keep athletes enjoy the game
 Don’t be too controlling & militaristic
 Do drills that athletes can enjoy while
learning

51. Motivasi
The top 10 reasons why youth (USA) participate in sports were:
1. To have fun
2. To improve my skills
3. To stay in shape
4. To do something I’m good at
5. For the excitement of competition
6. To get exercise
7. To play as part of a team
8. For the challenge of competition
9. To learn new skills
10.To win.

52. Motivasi
Top 8 reasons why athletes (Sarawak) participate in
Athletics were:
1.
2.
3.
4.
5.
6.
7.
8.
Skill
Team
Fitness
Friend
Fun
Situational
Achievement
Energy release
Athletes have similar & multiple reasons
for engaging in sports

53. What do Youth Mean When They Say They Play “To Have Fun?”
• Developmental Difference
• Youngest athletes (8 year old) – hitting the ball
• 9 year old – learning skills & hitting the ball back hard with
control (hit the ball down the line)
• 10 year old – playing with friends
• 11 year old – enjoy the competition (similar ability)
• 12 year old – challenge of competition (better opponents)
• 13 to 15 year old – winning is fun

54. MENGELOLA SESI LATIHAN

Pembelajaran
 Atlet perlu belajar kemahiran yg diajar &
diperkukuhkan semasa permainan
 Ambil kira umur kumpulan atlit & tahap
kemahiran mrk
 Guna imaginasi dlm sesi latihan
Cth: shorten a basketball court/football pitch
can encourge more players to play

55. MENGELOLA SESI LATIHAN

Organisasi
 Mudah bentuk pengelolaan.
 Kump besar dibahagikan kpd kump kecil (4
– 5 org)
 Beri tekanan kpd mana-mana kump yg
perlu ajaran sebelum sesi latihan
 Siapkan susunan alat-alat sebelum sesi
latihan

56. MENGELOLA SESI LATIHAN

Masa
 Be punctual – arrive early / players
changed to start on time
 Give equal time to all athletes regardless
of ability
 Finish on time – equipment
returned/stored in its proper place

57. OK
YOU CAN TAKE 5
FAEDAH MEROKOK
 Tambah kandungan nikotina dalam
paru-paru
 Bantu pembangunan sukan dan
rekreasi
 mungkin tidak sempat menikmati
usia tua

58. Nicol David
1
Merancang Program Latihan
Mengelola Sesi Latihan
Kemahiran Mengajar Asas
Latihan Berkesan

59. OBJEKTIF
DI AKHIR TOPIK INI JURULATIH AKAN

MENGETAHUI KEMAHIRAN TERBUKA
& KEMAHIRAN TERTUTUP

Kemahiran

Mengajar
ASAS UTK LATIH KEMAHIRAN
TERBUKA
ASAS UTK LATIH KEMAHIRAN
TERTUTUP

60. KEMAHIRAN TERTUTUP
What is Motivation
DILAKUKAN DI BAWAH PERSEKITARAN YANG TETAP, STABIL DAN TIDAK
BERUBAH

61. KEMAHIRAN TERTUTUP
Vault Event (Gymnastics)
Equipment – fixed/stable
No influences (people / weather)

62. KEMAHIRAN TERBUKA
DILAKUKAN DALAM SUASANA YANG BOLEH BERUBAH-UBAH DAN HASIL AKHIRNYA
SUKAR DIRAMAL

63. Each player must take account of
his opponents, his own team
players & such things as speed of
the ball, field surface and weather

64. Kemahiran Tertutup
Boleh diramal
Gimnastik
Menaip
Memotong
sayur
Kemahiran Terbuka
Sukar diramal
Meniti
tightrope
Memandu
Melintas
jalan
Bolasepak
Gusti
Mengejar
arnab
Sukan
berpasukan

65. Kemahiran Tertutup
• Dlm melatih kemahiran tertutup, jurulatih
hendak sedia lakuan yg paling ideal sekali &
dilatih berulang kali sehingga lakuan itu menjadi
automatik

66. Kemahiran Terbuka
• Apabila melatih kemahiran terbuka - hendaklah
melatih atlet utk kuasai kemahiran tersebut sebaik
mungkin.
• Bagi membolehkan atlet guna kemahiran itu, maka ia
diikuti dgn latihan berbentuk permainan bagi
membolehkan atlet mempelbagaikan kemahiran yg
dipelajarinya.

67. • KEMAHIRAN TERTUTUP
– Mesti ada satu gambaran pergerakan yg
sempurna (Model).
– Praktikkan lakuan drpd pengalaman &
pergerakan terbaik.
– Buat banyak latih tubi (Drills).
• KEMAHIRAN TERBUKA
– Ada berbagai cara. Guna byk simulasi/situasi.
– Kuasai kemahiran tertutup dulu, baru ajar
kemahiran terbuka.

68. Proses Pembelajaran Kemahiran Tertutup
 Model pergerakan terbaik
melalui teknik demonstrasi
 Pembelajaran kemahiran berlaku
(Iimitation)
 Maklum balas dari atlit / jurulatih
 Pelaksanaan kemahiran (Drills)

69. Proses Pembelajaran Kemahiran Terbuka:
Kenal pasti setiap objektif pergerakan
Lakukan pergerakan berdasarkan situasi rangsangan
Laksana pergerakan sesuai dgn situasi persekitaran
Bantuan jurulatih utk pilih tindakan terhadap rangsangan
(pemantapan)
Pelbagaikan Skima pemilihan respons

70. Proses Pembelajaran Kemahiran Terbuka:
Teaching open skills
Badminton (Open Skill) teach about the:
1.Shuttlecock (Flight, receiving, seeing prediction)
2. Racket (weight, control, hitting)
3. Dimensions of the court
4. Net
5. Opponents

71. Proses Pembelajaran Kemahiran Terbuka:
Baseline Rally
OBJECTIVE 1: Emphasize stroke production and solid contact in a crosscourt
rally.
Crosscourt shot - stabilizing, neutral rally ball that they must hit consistently.
Go over the lowest part of the net, and because the shot covers more ground
than one that goes down the line, reduce margin for error.
Keep all your shots in the forehand half of the court, to give you a fairly large
target area.
Measure your progress by how many balls in a row you can hit into that area.
Begin with six and gradually a dozen.

72. Proses Pembelajaran Kemahiran Terbuka:
Baseline Rally
Make depth a requirement (the length and penetration of your ground strokes)
Continue to use a crosscourt baseline pattern and use depth. Draw or place a
line 3 feet inside the service line that reaches all the way across the court.
Hit your forehand in a crosscourt rally, but now all your shots must land past this
line.
Make a game out of it by awarding yourself a point every time your partner hits
a ball that doesn’t land beyond the line.
Play up to 7 points and switch to the backhand side, then move to down-the-line
rallies. Once you’re consistently hitting past the line, erase or remove it and use
the service line as your new
depth boundary.

73. Matlamat (Sasaran)
Bantu atlit menetapkan matlamat
Matlamat - jelas & boleh dicapai
Setiap pergerakan adalah berdasarkan matlamat yang
ditetapkan

74. Matlamat (Sasaran)
Contoh:
In the double serve in badminton, the goal is to hit the
shuttlecock just over the net (1 to 2 inch) so that it lands
as close as possible to the service line)

75. MERANCANG TUNJUKCARA
 MENGAPA KEMAHIRAN TERTUTUP ATAU KEADAAN (BUKA) ITU
PENTING?
 PILIH 2-5 BUTIRAN MENGAJAR
 ADAKAH BAHAN BANTU MENGAJAR PERLU?
 MEMILIH KEDUDUKAN / FORMASI YANG BERKESAN
 APA YANG ATLET PERLU LIHAT
 SIAPA MEMBUAT TUNJUKCARA
 SOALAN DARIPADA ATLET.

76. MAKLUM BALAS (FEEDBACK)
 INFORMASI YANG ATLIT TERIMA MENGENAI PRETASI MEREKA
 PENGETAHUAN TENTANG PRETASI ADALAH UNTUK
MENINGKATKAN KEMAHIRAN MEREKA

77. MAKLUM BALAS (FEEDBACK)
JURULATIH PERLU ……
 MEMERHATI ATLIT DENGAN TELITI
 PEMERHATIAN PERLU DITERANGKAN DALAM BENTUK AKSI
ATAU AYAT
 BERKOMUNIKASI DENGAN ATLIT
 BERI TUMPUAN SECARA INDIVIDU
 “PRAISE GOOD PERFORMANCE AND ENTHUSIASM”

78. BASIC MOTOR LEARNING
Skill
- a task eg, driving a car
- quality of a performance eg, mic jordan
is a skilled basketballer
What is the difference bet yr tennis serve &
that of Serena Williams?
Skill involves practice and time – progress
through various stages to become a skilled
performer

79. BASIC MOTOR LEARNING
Different level of motor skill acquisition
Learning process - sequential & move through specific phases
3 Phases
• Cognitive phase – Identification & development of the component
parts of the skill - involves formation of a mental
picture of the skill
• Associative phase - Linking the component parts into a smooth
action - involves practicing the skill & use feedback to perfect the skill
• Autonomous phase - Developing the learned skill so that it
becomes automatic - involves little or no conscious thought or
attention whilst performing the skill

80. Cognitive Stage
–
–
–
–
–
Simple, fundamental skills
Demonstrations/modelling – instruction
short & simple
Follow an example, try skill with more
instruction & feedback
Use feedback – visual demo/verbal info
One skill practice at one time

81. Cognitive Stage

82. Associative Stage
–
–
–
Practice on mastering the timing of
the skill
Fewer & more consistent errors
Athlete aware of taking proper
steps for error correction

83. Associative Stage
The golfer is able to make regular contact
with the ball, though direction & distance
will not yet be as consistent as it will
become

84. Autonomous Stage
- Skill becomes habitual / automatic
- Consistency of performance (skill performed without
thinking
- Attention to higher-order cognitive activities eg:
games strategies & external cues eg: pace &
height of the shuttlecock or position of opposition

85. Autonomous Stage
The golfer will be able to change a swing to suit
the particular shot required & curve the ball with
control after hitting it to allow for external
factors, such as slopes & wind

86. FASA PENGUASAAN KEMAHIRAN SUKAN
1. Peringkat
Kognitif : peringkat
awal - belajar
mengenali pergerakan2
asas; terdapat
kesalahan; bimbingan MAKLUM
BALAS
dan tunjukajar perlu.
2. Peringkat Asosiatif
peringkat pertengahan –
mula menguasai kemahiran
dalam situasi sebenar;
belajar melalui latihan yang
bererti dan beransur maju;
3. Peringkat Automatis:
-peringkat spontan; kemahiran
lebih licin dan konsisten;
maklum balas dalaman lebih
dominan; keyakinan meningkat;

87. Nicol David
1
Merancang Program Latihan
Mengelola Sesi Latihan
Kemahiran Mengajar Asas
Latihan Berkesan

88. LATIHAN BERKESAN
LATIHAN BERKESAN

89. LATIHAN BERKESAN
DI AKHIR TOPIK INI JURULATIH AKAN
 Fahami 7 prinsip utk rancang latihan berkesan.
 Dapat aplikasi prinsip-prinsip ini dlm latihan.

90. LATIHAN BERKESAN
PRINSIP-PRINSIP:
1. Latih kemahiran betul
2. Latih dlm bentuk pertandingan
3. Latihan kerap & singkat
4. Amal penggunaan masa efisyen
5. Guna peralatan sepenuhnya
6. Atlet merasakan kejayaan
7. Seronok

91. LATIHAN BERKESAN
LATIH KEMAHIRAN YANG BETUL:
Satu kesilapan jurulatih dlm merangka program latihan:
Beri latihan kemahiran yg tidak begitu relevan dgn
permainannya.

92. LATIHAN BERKESAN
LATIH DALAM BENTUK PERTANDINGAN:
Khususnya apabila melibatkan kemahiran terbuka.
- Membolehkan atlet berfikir & sesuaikan kemahiran yg
dipelajarinya dlm situasi permainan sebenar.

93. LATIHAN BERKESAN
LATIHAN KERAP DAN SINGKAT
Latihan dilakukan sekerap mungkin
& dlm kadar masa yg singkat

94. AMALKAN PENGGUNAAN MASA YANG EFISYEN
Seorang jurulatih tahu bahagi & guna masa
latihan dgn sebaik mungkin.

95. AMALKAN PENGGUNAAN MASA YANG EFISYEN
Pembaziran Masa
Cadangan
• Tunggu utk masa
latihan
• Beri arahan sebelum sesi
tentang apa yang hendak
dilakukan
• Byk masa utk
tukar aktiviti/latih tubi
• Buat senarai semak
tentang apa yg hendak
dilakukan

96. AMALKAN PENGGUNAAN MASA YANG EFISYEN
Pembaziran Masa
Cadangan
• Semakan kehadiran
• Tanda tangan kehadiran
• Beri penerangan tepat
dan jelas
• Jurulatih byk bercakap

97. LATIHAN BERKESAN
GUNA ALAT SEPENUHNYA:
Pengurusan peralatan menunjukkan kemahiran
jurulatih dapat merancang dengan baik atau
sebaliknya.
Peralatan yang ada seharusnya digunakan secara
maksimum.

98. LATIHAN BERKESAN
GUNA ALAT SEPENUHNYA

99. LATIHAN BERKESAN
CARTA PENGALIRAN
INCORPORATION
INTO PLAY
IDENTIFY
THE SKILL
ASSESSMENT
OF COMPETENCY
DEMONSTRATE
THE SKILL
COMMUNICATE
COACHING FEEDBACK
PRACTICE
THE SKILL
www.nsc.gov.my

100. LATIHAN BERKESAN
INCORPORATION
Athlete is able to understand and perform a
given skill with adequate ability to use it with an
adequate level of consistency and flow during play of
the sport/event
IDENTIFY
Communicate the basic technical, tactical, physical
and mental components required to be a successful
player

101. LATIHAN BERKESAN
DEMONSTRATE
The coach must know how to PHYSICALLY PERFORM
the skill not just verbally explain it . The 7-step
process then follows. Video and other visual aids can
help
PRACTICE
Develop, implement and supervise DRILLS THAT ARE
PROGRESSIVE, adaptable (for wide differences in age
and ability), fun and challenging and that re-enforce
the teaching points from #3

102. COMMUNICATE
Based on your observations,
knowledge and experience
provide feedback regarding their
performance of the skill.
8
Be able to give both praise for reenforcement of positive
movements and verbal,
demonstrative and interventive
feedback when corrective action
is required
LATIHAN BERKESAN

103. LATIHAN BERKESAN
ASSESSMENT
Be able to make a formal or informal assessment of
the individual’s ability in that skill as marked against a
certain level or standard that is communicated to and
understood by the student.

104. LATIHAN BERKESAN
 Mengapa perlu maklumbalas?
- Membolehkan atlet meningkatkan tahap
kemahiran masing-masing
 Panduan pengurusan Maklumbalas
- Memerhati atlet dengan baik
- Sampaikan maklumbalas dalam bentuk lakuan
sebenar

105. Practical
SESSIONS
 Give a short explanation of a skill in your
sport & demonstrate properly the
mechanics & technique of the skills.
 Create & implement an
effective/appropriate drill to practice the
skill.

106. Berhati-hati dengan apa yang anda
rancangkan……

107. Inilah akibatnya….?

108. THANK YOU