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The course includes two sub-disciplines: Motor Development and Motor Learning. In the Motor Development, students analyze the physical growth and motor development according to physical development phase from infants, children, adolescents, adults and elderly. Students also will be exposed to the factors that influence individual differences in motor development phase. In Motor Learning, students analyze the involvement of human nervous system in the learning and application of the basic motor skills in the sport skills. Students will be exposed to the concepts, principles and learning theories in motor skills and movement in sports. Students explain the skills classification and other factors such as psychological, individual differences, knowledge and transfer of learning that influence individual motor learning process and motor development. At the end of the course, students can analyze the movement phase and sport skills from the perspectives of Motor Development and Motor Learning.


1. Magill, R. A. (2006). Motor Learning and Control Concepts and Applications. McGraw Hill Publishers.
2. Payne, V. G., Isaacs, L. D. (2007) Human Motor Development: A Lifespan Approach. McGraw Hill Publishers.
3. Schmidt R. A. & Lee T. D. (2011). Motor Control and Learning. Human Kinetics.
4. Schmidt, R. A., Wrisberg, C. A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach. Human Kinetics
5. Schmidt, R. A., Lee, T. D. (2005) Motor Control and Learning: A Behavioral Emphasis. Human Kinetics
6. Williams, A. M., Hodges, N. J. (2004). Skill Acquisition in Sport: Research, Theory and Practice. Human Kinetics
7. McMorris, T. (2004). Acquisition and Performance of Sports Skills. Human Kinetics


The course is to introduce students to the outdoor education activities. Students involve in outdoor education activities like camping, hiking, and kayaking and survivor skills in order to train themselves to adapt to different life situations as well as their personality and self-esteem. This course also can develop and enhance students skills technically in managing the activities, equipment and safety. Students are also exposed to the various styles of teaching and learning skills related to outdoor education, individually or in group. In addition, students are encouraged to participate in Recreation Coaching Level 1 course and outdoor expeditions.

1. Gilbertson, K, Bates, T, McLaughlin, T., Ewert, A. (2006) Outdoor Education: Methods and Strategies, Champaign, IL: Human Kinetics.
2. Tawrell, G (2008), Wilderness Camping and Hiking, Florid: Falcon Distribution
3. McGivney, A. (2003) Leave No Trace: A Practical Guide to the New Wilderness Etiquette, 2nd ed. Seattle, Mountaineers Books,
4. Bunting, C.J. (2005), Interdisciplinary Teaching Through Outdoor Education, Champaign, IL: Human Kinetics.
5. Froude C. & Polley S. (2011). Outdoor Education: Foundations for Tertiary and Secondary Education .Impact Publishing.


The course aims is to introduce the students about the structure and anatomy of human body and how the systems produce movement. This includes skeletal system, skeletal muscle, cardiovascular, nervous system, endocrine, urinary, respiratory and digestive system. Students also learn the term used in anatomy during daily activities as well as analyzing the body systems especially in sports and physical fitness.

1. Shier, D., Butler, J. & Lewis, R. (2006), Hole's Essentials of Human Anatomy and Physiology, McGraw Hill, New York.
2. Hole, (1995), Essentials of Human Anatomy & Physiology, W.M. C. Brown Publishers, Dubuque.
3. Rizzo, D.C. (2001), Delmar's Fundamentals of Anatomy & Physiology, Thomson Learning, Stamford.
4. Sealey, R.R., Stephens, T.D., & Tate, P. (2006). Anatomy & Physiology, McGraw Hill, New York
5. McKinley M. & O, Loughlin V. (2011) Human Anatomy. McGraw Hill Company Inc.


The course introduces various method and approaches of teaching in Physical Education and Sports Science at the school. Students will be exposed to both theoretical and practical in teaching application, writing objectives, teaching preparation and the latest information on teaching practical programs organized by Faculty of Education.

1. Bunker, D.(1986). Rethinking Games Teaching. UK: Loughborough University of Technology.
2. Kauchak, D.(1998). Learning & Learning : Research Based Methods. Singapore: Allyn & Bacon.
3. Mood, Musker & Rink. (1995). Sports and Recreational Activities. Bostan: WCB Mc Graw-Hall.
4. Seaton, D. (1995). Physical Education Handbook. N.Jersey : Prentice Hall.
5. Troster, C.(1996). Physical Education for School Students. New York: AAHPERD.
6. National Association for Sport and Physical Education, an association of the American Alliance for Health, (2005) Physical Education, Recreation and Dance Moving Into The Future: National Standards for Physical Education. McGraw Hill
7. Griffey, D. C., Housner, L. (2007). Designing Effective Instructional Tasks for Physical Education and Sports. Illinios: Human Kinetics
8. Veal M. L. & Anderson W. G. (2010). Analysis of Teaching and Learning in Physical Education. Jones & Bartlett Learning.


This course introduces in detail about human body system responses to the physical stimuli and environment. This course will emphasize on the principles of movement, bioenergetics, cardiovascular, respiratory, digestive, productive and endocrine system. Students also will be exposed to the function and connection between joints, muscles, bones, ligament, tendons, blood circulation and hormones during physical activities based on certain environmental conditions.


1. Gunstream, Benson & Talaro (1997). Anatomy and Physiology. New York: WCB Mc Graw Hill.
2. Guyton, A.C.(1995). Human Physiology Mechanisms of Disease. Philadelphia: W.B. Saunders.
3. Margaria, R.(1992). The Source of Muscular Energy. New York: Scientific American.


The course provides opportunity to the students to explore and enhance various aspects in sports coaching including the coaching ethics. Students are also exposed to the duties and roles of the coaches and the characteristics of the successful coach. Students will also learn the appropriate coaching style practiced in order to form an athlete or to develop a strong team. In addition, students are also exposed other approaches that can influence the coaching successful achievement such as nutrition, psychology, injuries and treatments, communications and team management.

1. Nakamura, M. R. (1996).The Power of Positive Coaching. Massachusetts: Jones and Bartlett Publishers.
2. Robyn L. Jones, Mike Hughes, and Kieran Kingston (2007). An Introduction to Sports Coaching: From Science and Theory to Practice. UK: Routledge
3. Dan A Gordon . (2009) Coaching Science (Active Learning in Sport). UK: Learning Matters Ltd
4. Kidman L. & Hanrahan S. J. (2011). The Coaching Process: A Practical Guide to Becoming an Effective Sports Coach. Taylor & Francis.


In this course, students are required to analyze the needs and capabilities of the individual with special needs and modified the physical activities and sports to adapt with the specific needs of each individual. Many individuals with special needs involved with physical activities and sports achieved many goals that maybe seem impossible. Special planned programs according to the special needs of each individual very important to achieve each and every desired objective. Therefore, the characteristics of individual with special needs should be identified and understood so that the special program planned is consistent with individuals capabilities. Current issues and the relationship with sports performance of individual with special needs also discussed.

1. Winnick, J. P. (2010). Adapted Physical Education and Sport (5th Ed) IL: Human kinetics.
2. Sherill, C. (2004). Adapted Physical Activity, Recreation, And Sport: Cross Disciplinary And Lifespan (6th Ed.). Boston: McGraw-Hill.
3. Gallahue, D. L., Ozmun, J. C. (2002). Understanding Motor Development (5th Ed.) Dubuque, IA: McGraw Hill
4. Horvat, M. & Kalakian, L. (1996). Assesment in Adapted Physical Education and Therapeutic Recreation. Sydney : Brown & Benchmark Publisher.
5. Shazryl, E. & Hanks, J. (1994). Sports and Stress Theraphy. Oklahama : Eskay Inc.


The course focused on basic principles of prevention and treatment of injury of the athletes. Students are exposed to the important information when dealing with injured athletes. This includes types of injury, factors contribute to the injuries and the steps to be taken if the injury situation occurs. This course also will expose the students practical aspects of basic treatment and rehabilitation of sports injury. Students will apply the knowledge using the therapy and rehabilitation equipment during laboratory activities. This are also encouraged students to think critically and creatively while practice the knowledge as a preparation to deal with sport injury situations in the future.

1. Prentice, W.E and Arnheim, D.D. (2005) Essential of Athletic Injury Management 6th edition, New York: Mc-Graw Hill.
2. Anderson, M.K., Hall, S.J., Martin, M. (2000) Sports Injury Management 2nd edition, Philadelphia: Lippincott Williams & Wilkins
3. Bahr, R. M., Bolic, S.T., (2004) Clinical Guide to Sports Injuries, Champaign, IL: Human Kinetics.4. Delforge, G. (2002) Musculoskeletal Trauma: Implication for Sports Injury Management, Champaign, IL: Human Kinetics.
5. Flegel, M.J. (2004) Sport First Aid 3rd edition, Champaign, IL: Human Kinetics.
6. Howe, P.D. (2004) Sport, Professionalism and Pain: ethnographies of injury and risk, London: Routledge.
7. Karantanas A. H. (2011). Sports Injuries in Children and Adolescents. Springer.
8. Massey, P. (2004) Sports Pilates: How to Prevent and Overcome Sports Injuries, London: Cico.


The course introduces students to the application of the principles of mechanics and human biology in sports. Based on the Newtonian mechanics, this course explain the concepts and components in movement (motion) in sports. The practical and laboratory practices gives experiece to the students to solve problems in sports from the biomechanics aspects. Students are also manage to complete the projects that analyze the movement in sports using Silicon Coach software to fullfill the required objectives.

1. Blazevich A. J. (2010). Sports Biomechanics: The Basics: Optimizing Human Performance. A&C Black.
2. Hay, J.G. (1993) The Biomechanics of Sports Techniques. New Jersey: Prentice Hall
3. Susan, J.H. (1991) Basic Biomechanics. St. Louis: Mosby Year Book
4. Kreighbaum, E and Barthels ((1996). Biomechanics:A Qualitative Approach For Studying Human Movement. 4th Ed. Pearson Education
5. David Winter's (2009). Biomechanics and Motor Control of Human Movement. UK: John Wiley and Sons
6. William C. Whiting, Ronald F. Zernicke. (2008).Biomechanics Of Musculoskeletal Injury. Illinois: Human Kinetics

SPPR 3822

This course is an introduction to the measurement and evaluation in sports related to the concepts, theories, testing principles, measurements and evaluation. Students will be exposed to the history and purpose of measurement and evaluation in Sports Science and discuss the importance of implementing measurement and evaluation procedures and related issues. Students analyse the rationale for item/tests selection, practicality of the items, scores and norms and develop testing instruments, reliability, validity, objectivity, and learn basic statistics related to sports.. In addition, students will conducting test to measure the performance of motor skills, fitness and health, sport skills, body mechanics, nutrition, somatotyping and knowlegde. At the end of the course, student able to organize a testing procedure and analyse the score.

1. Nieman, David C (1999). Exercise Testing and Prescription: A Health-related Approach. 4th ed. Mountain View, Ca, Mayfield Pub.
2. Johnson, B. R., & Nelson, J. K. (1986). Practical measurements for evaluation in Physical Education. New York: Macmillan Publishing Company.
3. Morrow J. R. & Jackson & Disch & Mood, (2010). Measurement And Evaluation In Human Performance (4th Ed). Illinios: Human Kinetics


This course discusses the scope, concepts and development of sports psychology to determine the achievement of the athlete and coach. It includes two main aspects; psychological factors and other factors that influence the involvement and performance in sports. As future teacher as well as an athlete and coach, students will learn various aspects of sports psychology such as motivation, personality, aggressiveness, violence, leadership, dynamic group, anxiety, teamwork, team spirits and so on. All this aspects will be discussed so that students can be prepared for the future.

1. Gould, D. & Weinberg, R. S. (2000) Foundation of Sport and Exercise Psychology. Champaign, IL: Human Kinetics
2. Martens, R. (1987) Coaches Guide to Sport Psychology. Champaign, IL: Human Kinetics
3. Mohd. Sofian Omar Fauzi (2002), Psikologi Sukan: Konsep dalam Latihan dan Pengajaran Sukan. Kuala Lumpur: Utusan Publications & Distributors Sdn Bhd.
4. Weinberg, R., Weinberg, R. S. & Gould, D. (2010). Foundation of Sport amd Exercise Psychology. United States: Human Kinetics.
5. Williams, J. M (1993) Applied Sports Psychology: Personal Growth to Peak Performance. California: Mayfield Publishing Company
6. Hockey, R.V. (1993), Sports Psychology : The Pathways Healthful Sports Approach 7th Edition, Missouri : Mosby-Year Book Inc.


The course exposes the students to apply Sports Science disciplinary such as physiology, biomechanics, psychomotor and pedagogy in sports training sessions. This course emphasizes in the aspects of season training schemes, macro and micro, managing training session systematically and scientifically based on sports science approaches including annual training or long-term training program for certain skills. At the end of this course, students are able to design a well-planned and systematic training program that can achieve desired objectives and goals.

1. Bompa, T. O. (1996). Theory and Methodology of Training, the Key to Athlete Performance. Iowa : Kendall/Hunt Publishing Company
2. Clark, R. (2010). Evidence-Based Training Methods. United States of America: American Society for Training and Development.
3. Bompa, T. O. (1983). Theory and Methodology of Training. Iowa : Kendall/Hunt Publishing Company
4. Bompa, T. O. (1994). Periodization of Strength, the New Wave in Strength Training, Toronto : Veritas Publishing Company
5. Vasco, D. E. (1994). Supercomposition in Training, Iowa : Prentice Hall
6. Tudor O Bompa, G Gregory Haff (2009) Periodization: Theory and Methodology of Training. Illinois:Human Kinetics
7. Vladimir M. Zatsiorsky and William J. Kraemer (2009). Science and Practice of Strength Training. Illinois: Human Kinetics


The course introduces students to the basic theory and applications in sports nutrition and the effects on the athlete’s performance. Knowledge gained from this course can also give clearer view of implementation method of sports nutrition to the athlete according to the diverse sporting events.

1. Dunford, M., & Doyle, A. (2011). Nutrition for Sport and Exercises. USA: Cengage Learning.
2. Seeley, R.R., Stephens, T.D. & Tate, P. (2006). Anatomy and Physiology (7th ed.). McGraw-Hill Companies.
3. Reilly, T. & Waterhouse, J. (2000). Sport, Exercise and Environmental Physiology. Elsevier Ltd.
4. Astrand, P., Rodahl, K., Dahl, H.A. & Stromme, S.B. (2003). Textbook of Work Physiology: Physiological Bases of Exercise (4th ed.). Human Kinetics Publishers, Inc.
5. Powers, S.K., Howlet, E.T. (2001). Exercise Physiology: Theory and Application to Fitness and Performance (4th ed.). McGraw-Hill Companies.
6. Battineli, T. (2000). Physique, Fitness and Performance. CRC Press
7. McArdle, W.D., Katch, F.I., & Katch, V.L. (2007). Exercise Physiology: Energy, Nutrition and Human Performance (6th Ed.). Lippincott Williams & Wilkins


The course will be in theoretical and practical where the students are exposed to the general knowledge of athletic including the training method and organizing the athletic competition. Besides learning the athletics basic skills, sports science knowledge are also applied to some specific sports events. Students also attend the basic course of Athletic Coaching to enhance the understanding of sport events in athletic and also to apply good training method for the athlete.

1. Ahlawat, R. P. (2009). Skills & Rules, Athletics. New Delhi: Khelsahitya Kendra.
2. IAAF (1992). Basic Coaching Manual. International Amateur Athletic Federation.
3. IAAF (1990). Techniques of Athletics and Teaching Progressions
4. Hoffman, J. (2002). Physiological Aspects of Sport Training and Performance. Human Kinetics Publishers, Inc.
5. Gore, C.J. (2000). Physiological Tests for Elite Athletes. Human Kinetics Publishers, Inc.


The aims of this course is to exposed the students to the basic skills of swimming including the water activities and water rescue. Student will learn the techniques of self-confidence in the water during swimming and prioritize the self-safety and others and also cooperate with others to enhance the skills. At the end of this course, several swimming styles such as Freestyle, Breast stroke, Back stroke and Butterfly stroke and also techniques of water-rescue will be learned by the students.

1. Baker, A. (1995). Fitness for Swimming. London. London : Phoenix Sports Books.
2. Bory, E. (1991). Teach Your Child to Swim. Boston : Paul Hamlyn.
3. Juba, A. (1988). The Techniques of Swimming Strokes. Norwich : Jarrold and Sons.
4. Keegan, N. (2010). Swimming. Random House Publishers India Pvt. Ltd.
5. Mood, Musker and Rink, (1995). Sports and Recreational Activities. Dubuque : WCB & McGraw Hill.
6. Ruben J. Guzman (2007). The Swimming Drill Book, IL: Human Kinetics
7. Skip Kenny, Dick Hannula (2003). Coaching Swimming Successfully. IL: Human Kinetics
8. David G. Thomas (2005). Swimming: Steps to Success. IL: Human Kinetics


This course expected the student to be able acquire in the basic skills of Basketball and Handball such as the rules, tactical, techniques and the movement in the court. For basketball, it will be emphasized in teaching and learning which includes movements according to the position of the players such as guards, forwards and centre. Other skills that the students will learn such as passing, shooting, pivot and dribbling techniques. For handball, students will learn passing and receiving the ball, dribbling, shooting, Piston movement, checking, shielding and other tactical techniques during game. At the end of this course, students expected to be playing the basic game in basketball and handball using knowledge learned.

1. John P. McCarthy, Jr (2006). Coaching Youth Basketball. Betterway Books
2. American Sports Education Program (1996) Coaching Youth Basketball 2nd Edition Champaign: Human Kinetics
3. Gibney, S. & Gibney, E. (2011). Handball!. Dufour Editions.
4. Reita E. Clanton dan Mary Phyl Dwight (1997). Team Handball: Steps to Success. Human Kinetics Publishers, Inc
5. Simmons, B. (2009). The Book of Basketball: The NBA According to The Sports Guy. New York: ESPN Inc.
11. Slade, S. (2010). Basketball: How It Works. Capstone PR.
12. Phillips, B. E. (2007) Fundamental Handball. Whitefish, MT: Kessinger Publishing


The course introduces the students to the basic skills of teaching and learning in Soccer and Sepak Takraw game. Besides technical aspects of the game, students also will learn basic tactical skills and application of sports science related to the game. At the end of this course, students are able to perform basic skills in Soccer and Sepak Takraw using correct techniques based on the rules of the game.


1. Ahmad Wafi Mohamad (1991). Sepak Takraw. Shah Alam. Fajar Bakti Sdn. Bhd.
2. Aziz Mohamad (1993). Sepak Takraw. Amiza Publisher.
3. Bazemore, S. (2010). Soccer: How It Works. Capstone PR.
4. Hanlon, T. (2005). Absolute beginners guide to coaching youth soccer. Indianapolis.
5. Schmidt, C.E. (1997). Advanced soccer drills. Champaign, III, Human Kinetics
6. Prestigiacomo, L. (2004). Coaching soccer: match strategy and tactics. Panama: Redswain.
7. Engel, R. F. (2003). Takraw 101 - The Complete Instructional/ Coaching Manual for Sepak Takraw. Regina Canada: Asian Sport, Education & Culture (ASEC) International
8. Koger, R. (2005). 101 Great Youth Soccer Drills: Skills and Drills for Better Fundamental Play. McGraw-Hill Contemporary.


The course introduces the students to the teaching and learning basic skills in Hockey and Tennis. Besides the technical aspects of the game, students also learn the basic aspects of tactical and application of sports science that related to the game. At the end of this course, students will be able to perform basic skills in Hockey and Tennis with the accurate and correct techniques.

1. Biskup, A. (2010) Hockey: How It Works. Capstone PR.
2. USTA, Rules of Tennis (2004). USTA Rules Committee c/o Officials Department, White Plains, New York, USA
3. Claxton, David (1999). Tennis. McGraw-Hill Companies, Inc., USA.
4. Braden & Arthur (1982). The Science of Tennis. Winter Publishing Co., Inc., Tucson, USA.
5. Flichbeil, R. (2006). Go Tennis. Dorling Kindersley Limited.
6. Gifford, C. (2010). Tennis. Evans Brothers.
7. Matsuzaki, C. (2004). Tennis Fundamentals. Human Kinetics Publishers, Inc.
8. Mitchell-Taverner, C. (2005). Field Hockey Techniques & Tactics. Human Kinetics Publishers, Inc.
9. Driver, B., Wharton, C. (2005). The Baffled Parent's Guide To Coaching Youth Hockey, Camden, Me : Ragged Mountain Press


This course aims to enhance students knowledge in both gymnastic and volleyball. For gymnastic, students will learn various movement in artistic gymnastic. Gymnastic is a sport that involve coordination of movement that requires the ability of all the fitness component and motor skills especially physical strength, flexibility, kinestetic awareness and spaces. Safety aspect during training will emphasize and also the creativity while performing the movement. For volleyball game, students are exposed to the basic skills and game situation. Students are expected to acquire the skills and apply it to the real game situation. This course will focus on teaching and learning the skills, rules and how to train and teach others; students as a player, coach, teacher and referee. Students are also exposed to the training program.

1. Goeller, K.M (2004) Gymnastics Drills and Conditioning Exercises, U.S: Booklocker Inc
2. Gifford, C. (2010). Gymnastics. Evans Brothers.
3. Miller, B (2005) The Volleyball Handbook (Paperback), Human Kinetics Publishers
4. Lo, Joo Sim (1995). Gimrama, Shah Alam: Fajar Bakti.
5. Mitchell, D (2002). Teaching Fundamental Gymnastic Skill, Champaign: Human Kinetics
6. Palmer, H.C (2003). Teaching Rhythmic Gymnastics: A Developmentally Appropriate Approach, Champaign: Human Kinetics.
7. Schlegel, E., Dunn, C. R. (2001). The Gymnastics Book: The Young Performer's Guide to Gymnastics, Firefly Books Ltd.
8. Dearing, J (2003) Volleyball Fundamentals (Sports Fundamentals Series). Human Kinetics Publishers


The course is designed to give opportunity to the students to learn and apply scientific knowledge and practical that is required in a game of Rugby and Netball. Students have the chance to work as a team or individually in acquiring important skills in both Rugby and Netball sports. Students are also having the opportunity to apply and evaluate their game skills in Rugby and Netball according to their own capabilities. Playing in real game situation and small game can expose the students to the rules and regulations of the game. Students will be able to apply the referee and umpire skills while organizing the Rugby and Netball game among themselves.

1. Persatuan Bola Jaring Malaysia (1997). Undang-undang Rasmi Persekutuan Persatuan Bola Jaring Antarabangsa. Persatuan Bola Jaring Malaysia: Kuala Lumpur
2. Official IRB 2008 Laws of the Game, Rugby Union
3. Shakespear, W. (1997). Netball Steps to Success. Human Kinetics: Illiniois
4. Aminah Mohd Salleh (1989). Bola Jaring. Penerbit Fajar Bakti Sdn. Bhd: Petaling Jaya
5. Derek Robinson (2006) Rugby A Player's Guide to the Laws, HarperCollinsWillow
6. Anita Navin (2008). Netball: Skills, Techniques, Tactics. The Crowood Press Ltd
7. Way, E. (2011). Netball. Hodder Childrens Divison.


The course expose the students to the roles of teacher, manager and coach in managing the co-curiculum activities at all level - school, state and national. Students will encompass the skills in sports and games, uniform units and clubs at the school by participate in the planned activities throughout the course. In addition, students are also involve in planning and organizing co-curicular activities based on the assignment given. Through this assignment, students are able to communicate effectively, responsibility and apply the appropriate management skills that needed in managing the program and co-curicular activities in the aspect of public relationship, liability and security, facilities, finance, purchasing and manintaining the equipments, evaluation and program management and also office and staff management. At the end of this course, students able to conduct a succesful sports activities that has high quality in all aspects either in or outside the campus. Students are also expected to work well in group especially during organizing the program.


1. Temtime, M. C. (2010). Secretes of Extracurricular Activities. VDM Verlag.
2. Ismail Zamzam (1993) Organisasi dan Kepimpinan Untuk Persatuan dan Kelab Sekolah. Selangor: Fajar Bakti
3. Rubin, R.S., Bommer, W.H. & Baldwin, T.T. (2002) Using extracurricular activity as an indicator of interpersonal skill: prudent evaluation or recruiting malpractice, Human Resource Management. Volume 41, Issue 4 , Pages 441 - 454
4. Kaufman, J., Gabler, J. (2004) Cultural capital and the extracurricular activities of girls and boys in the college attainment process, Poetics 32 145-168
5. Fredricks, J. A., Eccles, J. S. (2006) Extracurricular Involvement and Adolescent Adjustment: Impact of Duration, Number of Activities, and Breadth of Participation. Applied Developmental Science, Vol. 10, No. 3, Pages 132-146
6. Alva, S. , Elmore, A. , Nord, C. W. and Zill, N. (2004) High School Participation in Extracurricular Activities: Implications for Positive Outcomes Later in Life? Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, http://www.allacademic.com/meta/p110208_index.html
7. Fredricks, J. A., Eccles, J. S. (2005). Developmental Benefits of Extracurricular Involvement: Do Peer Characteristics Mediate the Link Between Activities and Youth Outcomes? Journal of Youth and Adolescence Volume 34, Number 6


The course gives the opportunities for the student to undergo practical training in institutions or industries related to the sports science field. Students are able to practice their knowledge in the real situations and also gain new knowledge, skills and technology from the industry. At the end of the course, beside preparing the daily report during practical training, students will also have to provide the report and reflection of the practical training that has been implemented at the industry.

1. Field, S. (2009). Career Opportunities in the Sports Industry. Infobase Publishing.
2. Poon Wai Chiang (2004)."The Development of Malaysia Economy". Prentice Hall
3. Mohd Rosli Mohamad & Mohamed Aslam Gulam Hassan, Penyunting (2000). "Pembangunan Ekonomi Malaysia Era Globalisasi". Penerbit Universiti Malaya
4. Mohd Khairuddin Hashim & Syed Azizi Wafa (2002). "Small and Medium Sized Entreprises in Malaysia; Development Issues". Prentice Hall
5. Duane Brown (2003)."Career information, Career Counseling, and Career Development (8th ed)". Boston, Pearson Education, Inc
6. David C. Watt (2003) Sports management and administration: Routledge


:: Overview | Programme Objectives | Learning Outcomes | Classifications |Programme Structures and Features ::
| Career Prospects dan Other Information | Subject Synopsis | Home ::

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