OVERVIEW

The first lecture with the introduction of the English language lecturers,
students introduce themselves each ranging from name, home town, home
university, and do not forget to introduce ourselves as a lecturer as well as
students and teachers should know each other to establish interaction in learning,
first impressions knows Dr. Johannes is good and fun, first I do not really like the
English lessons but with the motivation that has always given you Dr. Johannes
that learning English is fun so it feels motivated and want to learn English spirit
gradually, I have never felt before studying with friends and Dr. Johannes with
such a fun learning environment to learn English now, so learning English so I
have not noticed and not too I think is important and I am only now learning the
English language and the spirit of the English language was considered very
important.
The next meeting of learning English is to learn determine the main idea in
the article, so in a long passage we do not have to read all of the readings or a long
article that the most important is to determine the main idea in the paragraph,
determine the controller and in the final paragraph is a summary of all the
readings , so when already know the basic idea then do not have to read all the
literature that the most important is the main idea of each paragraph.
The first presented is Aang Ghunaifi discuss (Protein Which Is Best ?)
percentage to discuss the two is Ainur Adi D (Analyzing The Edge Of
Professional Taiwanese Baseball League Starting Pitchers Using The Entropy and
TOPSIS Method), third percentage is Angga B discuss about (Rules of Judo), the
fourth is the percentage of Anwar Baidhori discusses (Element of Pysical Fitnes),
fifth percentage is Benslapece Riwu talks about (A Review of the Effects of
Physical Activity and Exercise on Cognitive and Brain Functions in Older Adults)
is the sixth percentage discusses Byan candra (The Positive Impact of Sport on
Youth) seventh percentage is Dennis dwi talks about (Relative Age Affects
Marathon Performance in Male and Female Athletes) , The percentage of eighth is
Edy Suyanto to discuss about (The Effects Of High Intensity Interval Training vs
Stedy State Training on Aerobic and Anaerobic Capacity) is the ninth percentage
1

discusses Firman Eko (Interpretatonof the Futsal Laws of the Game and
Guidelines for Referees) is the tenth percentage Ibnu Darmawan (The Impact of
Stretching on Sports Injury Risk: A Systematic Review of the Literature), eleventh
percentage is Muhammad Ridwan discuss (Physical Activity ) percentage of
twelfth is Muhammad Indra discusses (Basic Basketball Skills) the percentage is
Muhammad Erfan discusses thirteenth (Backhand and Forehand Technique), the
percentage is Razikin Masruri discusses fiveteenth (Heading Techniques in Soccer
Definition Type). The percentage is Septian Raibowo discusses sixteenth (Tennis
Rules). This is a overview of English language tuition which is not forgotten

Presented 1 by Aang Ghunaifi

Title:
Protein Which Is Best ?
The protein requirements for athletic populations have been the subject of
much scientific debate. Only recently has the notion that both strength/power and
endurance athletes require a greater protein consumption than the general
population become generally accepted. In addition, high protein diets have also
become quite popular in the general population as part of many weight reduction
programs. Despite the prevalence of high protein diets in athletic and sedentary
populations, information available concerning the type of protein (e.g. animal or
vegetable) to consume is limited. The purpose of this paper is to examine and
analyze key factors responsible for making appropriate choices on the type of
protein to consume in both athletic and general populations.
1) Role Of Protein
Proteins are nitrogen-containing substances that are formed by
amino acids. They serve as the major structural component of muscle and
other tissues in the body. In addition, they are used to produce hormones,
enzymes and hemoglobin. Proteins can also be used as energy; however,
they are not the primary choice as an energy source. For proteins to be
used by the body they need to be metabolized into their simplest form,
amino acids. There have been 20 amino acids identified that are needed for
human growth and metabolism. Twelve of these amino acids (eleven in
children) are termed nonessential, meaning that they can be synthesized by
our body and do not need to be consumed in the diet. The remaining amino
acids cannot be synthesized in the body and are described as essential
meaning that they need to be consumed in our diets. The absence of any of
these amino acids will compromise the ability of tissue to grow, be
repaired or be maintained.

2) Protein and Athletic Performance

The primary role of dietary proteins is for use in the various
anabolic processes of the body. As a result, many athletes and coaches are
under the belief that high intensity training creates a greater protein
requirement. This stems from the notion that if more protein or amino
acids were available to theexercising muscle it would enhance protein
synthesis. Research has tended to support this hypothesis. Within four
weeks of protein supplementation (3.3 versus 1.3 gkg-1day-1) in
subjects resistance training, significantly greater gains were seen in
protein synthesis and body mass in the group of subjects with the greater
protein intake (Fern et al., 1991). Similarly, Lemon et al. (1992) also
reported a greater protein synthesis in novice resistance trained individuals
with protein intakes of 2.62 versus 0.99 gkg-1day-1. In studies
examining strength-trained individuals, higher protein intakes have
generally been shown to have a positive effect on muscle protein synthesis
and size gains (Lemon, 1995; Walberg et al., 1988). Tarnapolsky and
colleagues (1992) have shown that for strength trained individuals to
maintain a positive nitrogen balance they need to consume a protein intake
equivalent to 1.8 gkg-1day-1. This is consistent with other studies
showing that protein intakes between 1.4 2.4 gkg-1day-1 will maintain
a positive nitrogen balance in resistance trained athletes (Lemon, 1995).
As a result, recommendations for strength/power athletes protein intake
are generally suggested to be between 1.4 - 1.8 gkg-1day-1. Similarly, to
prevent significant losses in lean tissue endurance athletes also appear to
require a greater protein consumption (Lemon, 1995). Although the goal
for endurance athletes is not necessarily to maximize muscle size and
strength, loss of lean tissue can have a significant detrimental effect on
endurance performance. Therefore, these athletes need to maintain muscle
mass to ensure adequate performance. Several studies have determined
that protein intake for endurance athletes should be between 1.2 1.4

gkg-1day-1 to ensure a positive nitrogen balance (Freidman and Lemon,

1989; Lemon, 1995; Meredith et al., 1989; Tarnopolsky et al., 1988).
Evidence is clear that athletes do benefit from increased protein intake.
The focus then becomes on what type of protein to take.
3) Protein Assessment
The composition of various proteins may be so unique that their
influence on physiological function in the human body could be quite
different. The quality of a protein is vital when considering the nutritional
benefits that it can provide. Determining the quality of a protein is
determined by assessing its essential amino acid composition, digestibility
and bioavailability of amino acids (FAO/WHO, 1990). There are several
measurement scales and techniques that are used to evaluate the quality of
protein.
4) Protein Sources
Protein is available in a variety of dietary sources. These include
foods of animal and plant origins as well as the highly marketed sport
supplement industry. In the following section proteins from both vegetable
and animal sources, including whey, casein, and soy will be explored.
Determining the effectiveness of a protein is accomplished by determining
its quality and digestibility. Quality refers to the availability of amino acids
that it supplies, and digestibility considers how the protein is best utilized.
Typically, all dietary animal protein sources are considered to be complete
proteins. That is, a protein that contains all of the essential amino acids.
Proteins from vegetable sources are incomplete in that they are generally
lacking one or two essential amino acids. Thus, someone who desires to
get their protein from vegetable sources (i.e. vegetarian) will need to
consume a variety of vegetables, fruits, grains, and legumes to ensure
consumption of all essential amino acids. As such, individuals are able to
achieve necessary protein requirements without consuming beef, poultry,
or dairy. Protein digestibility ratings usually involve measuring how the

body can efficiently utilize dietary sources of protein. Typically, vegetable

protein sources do not score as high in ratings of biological value, net
protein utilization, PDCAAS, and protein efficiency ratio as animal
proteins.
It does appear that protein from animal sources is an important source of
protein for humans from infancy until mature adulthood. Maintenance of lean
body mass though may become a concern. However, interesting data does exist
concerning health benefits associated with soy protein consumption. In athletes
supplementing their diets with additional protein, casein has been shown to
provide the greatest benefit for increases in protein synthesis for a prolonged
duration. However, whey protein has a greater initial benefit for protein synthesis.

Presented 2 by Ainnur Adi Dhuhary

Title:
Analyzing The Edge Of Professional Taiwanese Baseball League Starting
Pitchers Using The Entropy and TOPSIS Method

A new approach to the complex problem of objectively evaluating the

edge of a professional baseball starting pitcher is proposed to avoid judgments
resulting from subjective opinions. The method not only ameliorates the
subjectivity of the topic but also provides the means to rank starting pitchers in
Taiwan. Entropy and the Technique for Order Performance by Similarity to the
Ideal Solution (TOPSIS) are used to evaluate the edge of a starting pitcher.
Entropy is a measure of uncertainty in the information formulated using
probability theory. It indicates that a broad distribution represents more
uncertainty than a sharply peaked one. TOPSIS is a practical and useful
technique for the ranking and selection of a number of externally determined
alternatives through distance measures. The data employed in this paper were
obtained from the official website of the Chinese Professional Baseball League
(CPBL) in Taiwan. Furthermore entropy is used to determine the objective
weight for each pitch skill while TOPSIS is used to rank starting pitchers based
on their pitching skill in the CPBL. The results demonstrate our method to be
both objective and efficient. The twelve starting pitchers can be evaluated
given alternatives corresponding to each criterion and given a ranking. Results
indicate that Christopher Lee Mason is ranked first among starting pitchers of
the CPBL in the 2010 season.
Evaluation of the edge of professional baseball starting pitchers is a
decision-making problem for a complicated system including many quantitative
attributes. It is regarded as a kind of multi-attribute or multi-criteria opponent
team (Chen and Chen, 2009; Gould and Winter, 2009; Singell, 1993). The
function of pitchers is to prevent the other team form scoring runs (Gould and
Winter, 2009).

Pitchers are typically divided into two types: starters and relief pitchers.
Starting pitchers typically start the game and continue until they get tired or into
trouble, at which point the relief pitcher is called in to finish the game (Gould and
Winter, 2009; Morris, 2004). Over the long history of baseball, starting pitchers
have been considered much more important than relief pitchers. Starters pitch
many more innings over the course of a season. Normally, teams select their best
pitchers for starters (Chen and Chen, 2009; Chen et al., 2011; Chen et al., 2012;
Lewis, 2003; Sparks and Abrahamson, 2005).
In Taiwan, baseball has been ferociously popular for over half a century.
The first professional sports league, the Chinese Professional Baseball League
(CPBL) held its inauguration game on March 17th, 1990 (Chen and Chen, 2009;
Morris, 2004). In the CPBL, team managers or pitching coaches usually judge the
abilities of their starting pitchers based on their own subjective judgment which
easily leads to the making of incorrect decisions. Consequently, using an objective
method to assess starting pitchers is a better way to help managers or coaches
judge their abilities
TOPSIS (technique for order performance by similarity to the ideal
solution), the concept of distance measures, was initially presented by Hwang and
Yoon (Olson, 2004; Shih, Shyur and Lee, 2007). The ideal solution (also called
the positive ideal solution) is a solution that maximizes the benefit
criteria/attributes and minimizes the cost criteria/attributes, whereas a negative
ideal solution (also called the anti-ideal solution) maximizes the cost
criteria/attributes and minimizes the benefit criteria/attributes (Torlak et al., 2010).
The so-called benefit criteria/attributes are those used for maximization, while the
cost criteria/attributes are those for minimization. The best alternative is the one,
which is the alternative closest to the ideal solution and farthest from the negative
ideal solution (Olson, 2004; Torlak et al.,, 2010).
The importance coefficients in the Entropy methods refer to a subjective
and/or objective weight' given to each criterion. The entropy method is a way to
generate objective weight and thus is often used for assessing weights in the
TOPSIS method. The concept of information entropy was first introduced by
Claude E. Shannon in 1948 (Deng et al., 2000; Milani et al., 2008).
8

The data employed in this study were obtained from the official CPBL
website (http://www.cpbl.com.tw), a website that has collected and posted records
of every CPBL baseball game in 2010. The most commonly cited statistics for
starting pitchers are innings pitched per game, earned run average (ERA),
strikeouts per 9 innings pitched (K/9), and walks plus hits per inning pitched
(WHIP) (Chen and Chen, 2009; Lewis, 2003; Sparks and Abrahamson, 2005), all
of which are included in this study. We want to formulate a simple model, one
whose parameters are familiar to all fans, so only those four statistics are used:
innings pitched (IP), earned run average (ERA), strikeouts per 9 innings (K/9) and
walks plus hits per inning pitched (WHIP).
The entropy method is used to determine the weights of the evaluation
criteria. In the first step, use Eq. (10) to normalize each criterion. In the second
step, the entropic value is calculated using Eq. (12). In the third step, use Eq. (13)
to calculate the degree of divergence of the average intrinsic information
contained by each criterion. For the final step, the weight of each criterion is
calculated using Eq. (14). Computations were done with the Excel and R
software. Table 2 shows the weights for each criterion. The WHIP is the most
important factor for starting pitchers in the CPBL, second is the IP, third is the
ERA and fourth is the K/9.
Generally, most baseball fans or commentators judge who is the best
starting pitcher based on their number of wins or ERA. Based on the above
criteria, in the 2010 season. In order to evaluate the performance of starting
pitchers in CPBL more objectively, however, this study employs the Entropy and
TOPSIS methodology for analysis to find best starting pitcher in the Taiwanese
professional baseball league. Using this methodology, the best starting pitcher was
Christopher Lee Mason, not Carlos Castillo. From a methodological point of view,
the results of this study adopting the Entropy approach reveal that IP, ERA, WHIP
and K/9 have mostly the same weight on determining the best starting pitcher in
the CPBL. The findings demonstrate that Entropy is a useful tool to help support a
decision to calculating the weights of criteria. It generates objective weights and
breaks down a complex decision-marking system into a simple way to avoid

misleading judgments resulting from subjective opinions. These findings

demonstrate that TOPSIS is an adequate tool to select the best alternative. In
conclusion, developing a model that fits all decision-makers and every decision
situation may not be realistic. Each starting pitcher has different pitchingskills for
their team. The study does not attempt to recommend which pitcher is the best,
but rather provides coaches or managers with information that can give insight
into a pitchers abilities.
Starting pitchers are a valuable asset to professional baseball teams. It is
hard to train a good starter, and not every candidate is necessarily suitable for the
job. If coaches or managers make incorrect decisions to release a potentially good
starter based on incomplete information this would be a loss to the team. We
suggest two avenues for future research, first, the selection of more criteria for
determining the best starting pitchers, such as batting average against (AVG) or
rate of ground outs divided by air outs (GO/AO). Second, the Entropy and
TOPSIS methodology could also be employed to analyze relief pitchers, catchers,
infielders and outfielders, ultimately to help coaches or managers make decisions
correctly based on the analysis results.

10

Presented 3 by Angga Brasmanta

Title:
Rules of judo
Judo is one branch of martial arts that originated in Japan and has become
a popular sport in the world today. Judo was created by Jigoro Kano Prifesssor or
Supreme Master Kano in 1882. Judo created by the late Jigoro Kano in 1882
called "Nippon Den Kodokkan". To keep the flow of the emergence of a new
addition to the creation of judo Jigoro Kano in the Articles of Association of the
International Judo Federation (IJF) has stated that the IJF recognizes only created
by Jigoro Kano as judo. Jujitsu is also called Yawara or Taijutsu. Jujitsu is a
master of judo, actually one of bujutsu or traditional Japanese martial arts are
fighting empty handed. The source of this knowledge comes from a complaint of
power in ancient times in Japan.
The word judo was originally written with two Chinese characters, or kanji
read judo. The word judo consists of two syllables, namely Ju and Do. Ju means
softness or gentleness or giving way, or giving way and Do means the way or
cara.Jadi judo means gentle or subtle way.
Meaning softness here is if someone stronger push me with all his strength
and I fought with my strength then of course I would lose or jatuh.Untuk can beat
him, I will resign or step aside while pulling in the direction of the person and
thus the encouragement it will lose its balance, that's when I can easily throw or
slam him with a throw technique. With the sport of judo, slamming opponents
goal sebagaisalah only one way to defeat or victory according to the rules of
games or matches; lahraga predetermined IJF judo, so not to harm, injure or
destroy an opponent.

11

Rules
The Exercise Judo (Dojo)
In judo practice required a special room called Dojo. The extent of area
should not be less than the size of the tatami (mat), as practiced judo mat. On this
Noors (2000: 13) states as follows.
The size of a tatami minimum is 14 x 14 meters and a maximum of 16 x
16 square meters. Game area measuring at least 9 x 9 meters and a maximum of
10 x 10 meters. Each tatami measuring 1 x 2 meters, so jumlahtatami required by
a Dojo is at least as much as 128 sheets, 18 sheets of them red, as limiting the area
of the game.
Kyu 5 wear a blue belt, blue belt kyu 4 wearing, wearing a brown belt 3
kyu, kyu 2 wearing a brown belt, 1st kyu brown belt wear. To level and is: And
one wearing a black belt, and 2 wearing a black belt, and 3 wearing a black belt,
and four wore a black belt, and 5 wearing a black belt, and 6 wear a red belt and
white, and 7 wearing a red belt and white , And 8 wearing a red-and-white belt,
and 9 wearing red belt, and 10 wear a red belt. Pejudo levels for women the same
as men pejudo.
Judo clothing (judogi)
Exercise judo require special white clothing consisting of trousers and a shirt. As
Noors (2000: 14) states that:
Pants used is a fairly loose trousers that have a lower height of about 5 cm
above the ankle, while the clothes should be thick and loose. Section arms should
be long, about 5 cm of the hand joints and width should be entered to the extent of
the elbow, about as wide as 10-15 cm.

12

Presented 4 by Anwar Baidhori

Title:
Elements of Physical Fitness
According to the Center for Physical Quality Development in 2003,
describes the elements of physical fitness or physical condition, there are 10
components. These components are largely a "elements of physical fitness that is
needed by a person to be able to perform activities efficiently and productively,
both during work, or exercise", Halim 2004: 5). The elements of physical fitness
that can be categorized as a component of the physical condition, namely:
1. Endurance, the elements in terms of physical fitness are two kinds Durability
durability, including:
1. Durability general (general endurance), a person's ability to use the system of
the heart, lungs and blood circulation effectively and efficiently run
continuously work that involves contraction of some muscles with high
intensity in a long time.
2. muscular endurance (local endurance), a person's ability to use his muscles to
contract continuously in a relatively long time with a certain load.
2. Explosive Muscle Power
is the ability of a muscle or group of muscles do work explosively "(Moeloek,
1984: 7). In this case it can be stated that the explosive power (power) = force
(strenght) x speed (velocity).
3. Muscle Strength (Strength)
is a component of a person's physical condition on his ability to use the muscles to
accept loads during work.

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4. Flexibility
Is "the possibility that the maximum motion can be performed by a joint,
including the relationship between the shape of the joints (bones that form joints),
muscle, tendon, ligament and around the joints" (Moeloek, 1984: 9).
5. Speed
Is the ability to perform continuous movement in the same form in the shortest
possible time. As in the sprint, punch in boxing, cycling, archery and others. This
is a movement speed and explosive "(Sajoto, 1988: 17).
6. Agility
Is the ability to change the position of a particular diarea. Someone who is able to
turn a different position in high speed with good coordination, agility means good
enough "(Moeloek, 1984: 8).
7. Coordination
The elements of physical fitness with Coordination is the ability to integrate a
variety of different movement patterns into a single movement effectively.
8. Balance
Is the ability to control the neuromuscular organs, such as the hand stand or in
achieving a balance when a person is running then interrupted (ie slipping).
9. Accuracy
Is the ability to control the movements of freely against a target. The target can be
a distance or perhaps a direct object to be subjected to one part of the body
"(Sajoto, 1988: 18).
10. Reaction

14

Is the ability to act immediately through the senses, nerves or other feeling. As in
anticipation of the arrival of the ball that should be caught and others "(Sajoto,
1995: 8-9).
Presented 5 by Benslapece Riwu
Title:
A Review of the Effects of Physical Activity and Exercise on Cognitive and
Brain Functions in Older Adults
Chronological aging, or senescence, is associated with an increased risk of
chronic conditions and diseases such as cognitive impairment, cardiovascular
disease, and metabolic syndrome. Due to prolonged life expectancy, age-related
diseases have increased in alarming proportions in recent decades . An increasing
body of studies have suggested that lifestyle factors have a significant impact on
how well people age. For example, Fratiglioni et al. Reported that three lifestyle
factors can play a significant role in slowing the rate of cognitive decline and
preventing dementia: a)a socially integrated network, b)cognitive leisure activity,
c) and regular physical activity. In this review and others it is argued that out of
these lifestyle factors, physical activity has the most support as protective against
the deleterious effects of age on health and cognition. Broadly defined, physical
activity refers to activity that is part of ones daily life involving bodily
movements and the use of skeletal muscles. Physical exercise is a subcategory of
physical activity that is planned, structured, and purposive to improve specific
physical skills or physical fitness. Evidence suggests that physical activity and
exercise can to some extent lower the risk of adverse outcomes associated with
advancing age. Physical activity maintained throughout life is associated with
lower incidence and prevalence of chronic diseases such as cancer, diabetes and
cardiovascular and coronary heart diseases.
Aging and Neurocognitive Functions
It is generally assumed that age brings with it declines in performance in a
multitude of cognitive tasks that require a variety of perceptual and cognitive
processes. Working memory, or the ability to maintain and consciously manipulate
information, is also highly age-sensitive. The age-related difference in working

15

memory tends to be greater if executive control processes such as inhibition,

updating, and manipulation are required, and even greater if the memory load (i.e.,
the number of items to be maintained) is high. Other studies also reported higher
task-related activation in older adults, a phenomenon possibly associated with
compensation for age-related changes in brain structure and functions . Older
adults also tend to show reduced inhibition compared to younger adults. As a
result, they are more distracted by irrelevant information and more affected by
proactive interference (i.e., interference induced by current learning on further
encoding of new information).
Physical Activity and Cognition in Healthy Seniors
Several studies support the notion that physical activity is a significant
moderator of age-related cognitive decline. In cross-sectional studies, age-related
differences in cognitive performance observed when older adults are compared to
younger participants are reduced if the comparisons involved higher-fit
individuals rather than sedentary older adults . As a whole, these cross-sectional
studies suggest that cardiorespiratory fitness is associated with more efficient
cognitive functions. The impact of physical activity on cognition in older adults is
more strongly supported by results from intervention studies, which generally
show that older adults who have completed a physical activity program that
produces significant increases in cardiorespiratory fitness (indexed by direct
measures or estimation of ) often show enhanced cognitive performance.
Compared middle-aged and older individuals who completed a four-month
aerobic training program to age-matched controls who participated in strength and
flexibility exercises and controls who did not exercise. Only the aerobic training
group showed improved cardiorespiratory function, along with improvements on a
simple RT task. Similar results were obtained in women aged 57 to 85 years old
following a three-year physical training program . Reported that, in older adults, a
10-week aquatic fitness program led to greater improvement in task conditions
that tap dual-task and switching abilities compared to conditions that do not
require executive or attentional control processes. The selective benefit of aerobic
exercise for tasks that tap executive control was also observed in another recent

16

study , where 57 older adults completed a 10-month training program (aerobic

versus strength and flexibility). The positive effect on executive control was
observed after aerobic training only. In another study, Renaud et al. Observed that
only 12 weeks of aerobic training induced a significant improvement in
cardiorespiratory capacity (estimated ) along with enhanced motor response
preparation, such that participants maintained response preparation over time
more efficiently after the training program.
Physical Activity and Brain Structures and Functions in Older Adults
The biological mechanisms by which cognition is enhanced through
physical exercise training remain to be completely elucidated, although the
number of studies that have tried to identify these mechanisms has increased in
the last 10 years. For the most part, the studies that support the notion that
physical exercise has an impact on brain functions have focused on direct
biological effects of exercise using both animal and human models. However, as
suggested by Spirduso et al.

Exercise may enhance cognition indirectly by

improving health conditions (stress, sleep) and reducing chronic diseases

(coronary heart diseases) that impact neurocognitive functions.
The evidence for the direct effects of exercise on the brain first came from animal
studies. In a comprehensive literature review, Lista and Sorrentino: suggest that
the basic neurobiological mechanisms associated with exercise can occur at two
levels, supramolecular and molecular. At the supramolecular level, physical
activity has been found to induce angiogenesis or the physiological process by
which new blood vessels grow from preexisting vessels. Physical activity has also
been associated with neurogenesis, or neural cell proliferation, in the
hippocampus in elderly rats . Although the functional significance of this effect
remains unclear, there is evidence that newly formed neurons can integrate into a
neural network and become functional. Exercise-induced synaptogenesis has also
been reported.
Physical Activity and Cognition in Frail Older Adults

17

With increasing age, and specifically with advanced age (i.e., over 75
years), many individuals eventually develop one or more of a group of related
medical problems referred to as geriatric syndromes. Perceptual limitations
(vision and hearing problems), urinary incontinence, falls, delirium, and dementia
are examples of geriatric syndromes. These syndromes are characterized by
having more than one cause and by involving several different body systems. An
emerging symptom that appears particularly relevant to our purpose is frailty, as it
apparently limits physical activity and exercise. Frailty is defined as a complex
health state of increased vulnerability to stressors due to impairments in multiple
systems. It has been associated with adverse outcomes such as disability, falls,
hospitalization, and death . With aging, the prevalence of frailty increases from
7% in older adults aged between 65 and 74 years to 18% between 75 and 84 years
and 37% at age 85 years and older . Physical inactivity is a major risk factor for
frailty.
Intervention studies also suggest that physical activity can improve several
frailty syndrome components, especially sarcopenia (reduction in skeletal muscle
mass) and functional impairment . Moreover, in a recent randomized controlled
trial that assessed the impact of a three-month physical training intervention on
quality of life in 77 physically frail persons aged 75 years and older , it was
observed that functional exercises twice a day to improve balance and lower
extremity muscle strength, in addition to strength training twice a week, helped to
improve psychological well-being associated with physical functioning, emotion,
and mental health. To our knowledge, only one study has shown that physical
exercise training can help improve cognition in frail older adults.
Physical Activity and Cognition in Older Adults with Mild Cognitive
Impairment and Dementia
According to the Alzheimers Association , one in eight people aged 65 and
older (13%) and 43% of people 85 and older have Alzheimers disease. Currently,
there is no cure for Alzheimers disease. However, research has suggested that
physical activity and exercise can significantly reduce the risk of developing it. In
a recent cross-sectional study that compared 198 subjects with mild cognitive

18

impairment (MCI) to 1,126 with normal cognition, Geda et al. Observed that
moderate activity during midlife was associated with a 39% lower risk of having
mild cognitive impairment in later life. Late-life moderate exercise was associated
with a 32% lower risk for MCI. Burns et al. Explored the effect of exercise on
cognitively impaired individuals and found an association between direct
measures

of

cardiorespiratory

fitness

(VO2

peak)

and

cognition

(neuropsychological test battery) in normal older participants and patients in the

early stage of Alzheimers dementia (AD). Results showed that cardiorespiratory
fitness was modestly reduced in patients with AD compared to participants
without dementia. Although no significant association was found between
cardiorespiratory fitness and cognition in participants without dementia, higher
fitness levels in early AD participants were associated with larger brain volume
(less brain atrophy), even when controlling for age, sex, dementia severity, and
physical frailty.
In a longitudinal study exploring the association between midlife physical
activity and late-life cognitive function and dementia, Chang et al. Observed that
being active (around 5 hours per week) was associated with higher scores in
processing speed, memory, and executive functions, even after controlling for
demographic and cardiovascular factors. Moreover, participants who reported
being active were significantly less likely to have dementia in later life. In a
prospective study following 1,740 persons older than 65 years without cognitive
impairment for a period of 6.2 years, Larson et al. Reported reduced dementia
incidence for individuals who exercised three or more times a week (13 per 1,000
person-years) compared to those who exercised fewer than three times a week
(19.7 per 1,000 person-years), demonstrating a 32% reduced risk for dementia.
SUMMARY
In recent decades, an increasing number of studies have suggested that
people should adopt physical activity and exercise as part of their lifestyle to
alleviate the negative impact of aging on the body and the mind. However, we still
do not understand how physical activity impacts the rate of cognitive decline. One
major issue is whether physical activity broadly defined (i.e., activity that is part

19

of ones daily life involving bodily movements and the use of skeletal muscles) or
structured exercise (i.e., physical activity that is planned, structured, and
purposive to improve physical fitness) leads to the same benefits in preventing
age-related cognitive decline. Physical exercise often differs from physical
activity by being more controlled in terms of intensity and duration, while
physical activity studies tend to incorporate a large variety of unspecified
activities. Future studies are required to understand the intensity, duration, and
types of exercise that better enhance cognitive functions in older adults.

20

Presented 6 by Byan Candra Gloria Estefan

Title:
The Positive Impact of Sport on Youth
Sports are often used as a way to reach out to at-risk youth in a
society. According to the International Child and Youth Care Network, the
term at-risk youth refers to those youths who are at a greater risk of being
failed by adults and/or institutions because of poverty, single parent homes,
or parents in jail (A better definition of at-risk youth, 2001). This paper
will look at two different programs that use sport as a diversionary activity
to prevent crime and anti social behavior.
The Midnight Basketball program was started in the 1980s as a
way to try to reduce high youth crime rates. The program engaged youth in
playing basketball at peak youth crime hours as a way to prevent them from
committing crimes during these times (Hartmann & Depro, 2006). The
second program, Kickz Sport in the United Kingdom, uses soccer as a
means to reach at-risk youth, as well as youth that would not have the
opportunity to get involved in sport (Kickz first season progress report,
2008). Both of these programs deal with crime prevention, reducing
antisocial behavior, and encouraging positive youth development by using
sport as way to provide constructive opportunities and options for the youth
involved in each program.
The Positive Effects of Sport Programs
One benefit of sport programs used with at-risk youth is that the
programs often help with the issue of crime prevention. Crime prevention,
according to Oxford English Dictionary is the adoption of measures
intended to reduce or inhibit criminal activity, by implementing programs to
deter potential offenders or to enhance the security of potential targets
(Crime prevention, 2010).

21

Another benefit of sport programs is that they have been found to

reduce anti-social 26 behaviors as well. According to the Crime and
Disorder Act of 1998 in Great Britain, anti-social behaviors are behaviors or
actions that cause or are likely to cause harassment, alarm or distress to one
or more persons (Anti-social behavior, 2010).
The Program Details: Midnight Basketball
Midnight Basketball is an organization that promotes positive
behavior and uses basketball as a source of positive youth development and
as a distraction from negative influences, or a diversion of attention
(Distraction, 2010). The Midnight Basketball Program uses basketball as
a distraction from crime and drugs with at-risk youth. Midnight Basketball
runs during the time when the crime rate is high and kids might be drawn to
the streets and committing crimes. Recent research has shown that crime
rates among at-risk youth drop when they have something to occupy their
time, such as a sport program or recreation center (Guest, 2005). In
Australia, Midnight Basketball is described as a national social inclusion
program to help youth identify and embrace positive opportunities (The
midnight basketball program, 2010).
Standifers original program was for youth aged 17 to 21 years old
and the basketball games started after 10 PM during the summer months
(Hartmann & Depro, 2006). They had two uniformed police officers at all
the games to make sure the environment was safe for the participants
(Hartmann & Depro, 2006). Since that time, Midnight Basketball has grown
from a single site in Maryland to a national project in the United States, and
beyond. Midnight Basketball, in the United States, receives government
funding (Hartmann & Depro, 2006).
It is endorsed by famous athletes, such as Michael Jordan
(Hartmann, 2001). The Midnight Basketball league currently accepts young
adults aged 17 to 26 years old with games running from 7:00 PM to 1:00
AM and also includes workshops dealing with a wide variety of issues, such

22

as drug prevention and education (The midnight basketball program,

2010).
The Research on Midnight Basketball
A study by Wright and Li (2009) found that positive youth
development programs should strengthen social, emotional, behavioral,
cognitive, and moral competencies. In order to help at-risk youth develop
personally, Midnight Basketball requires all participants to attended
workshops in order to be allowed to play (No workshop, no jumpshot,
2009). Workshops cover topics such as drug and sexually transmitted
disease prevention, academic help, counseling and employment, which
provide young people with skills and tools to use after Midnight Basketball
is over (No workshop, no jumpshot, 2009).
One research team found that in cities that had the Midnight
Basketball program, crime rates were lowered at a significantly higher rate
than cities that did not have similar programs (Hartmann & Depro, 2006).
The study showed a five percent drop in crime rates in cities that have
Midnight Basketball when compared with cities that do not have the
program (Hartmann & Depro, 2006). When investigating crime rates, the
researchers used statistical methods to rule out that the crime rate had
dropped by chance.
Guest (2005) found that sport 29 as a distraction only takes care of
the problem of crime reduction for the amount of time of the program, and
actually takes away from their healthy youth development because it
implies, that without a program, the at-risk youth would not be able help
themselves from committing crimes or behaving in an anti-social manner.
The Program Details: Kickz
The Football Foundation donated $4.7 million to Kickz, which
allowed the program to expand to over 100 projects nationwide (Kickz first
season progress report, 2008). The goal of Kickz is to help lower crime rate
and create routes into education, training and employment (Kickz first
season progress report, 2008). Kickz focuses not only on playing soccer
but also the coaching and officiating aspects of the game as well (Kickz

23

first season progress report, 2008). The Kickz program also works on
improving the relationship between police and youth by helping youth with
education and job training (Kickz first season progress report, 2008).
Kickz has reached over 7,000 participants and provided an average of 43
hours of direct contact time with each participant. Typically the Kickz
program occurs three days a week, for a total of 48 weeks.
The Research on the Kickz Program
According to criminology experts, the most effective way of
reducing youth crime is to lead young people away from negative social
activities, such as a gang involvement, before they become involved in
criminal activities (Carmichael, 2008). Having an average contact time of
43 hours, the Kickz program is accomplishing one positive outcome. First,
by having direct contact with a participant for 43 hours, that participant is
not involved in negative activities, such as crime and drugs, but rather are
involved in soccer for the those hours (Carmichael, 2008).
Programs such as this one help youth grow intellectually, in terms
of learning the effects of drugs and drug usage, and also socially because it
teaches participants about social issues that might go on in their
neighborhood. The Kickz program helps youth grow physically by teaching
them proper soccer technique. One study found that soccer and the Kickz
program will teach young children about flexibility, muscle strength, and
even bone structure (Ct, 2009).
The project lasts for 48 weeks which is considerably longer than
the eight to 12 weeks recommended for positive youth development
(Carmichael, 2008). It is quite obvious that the Kickz project is trying to use
this scheme in order to help kids have a positive youth development by
keeping them away from drugs and crime.
Similarities Between the Programs
There are many similarities between the Midnight Basketball and
Kickz programs. Both programs were found to lower crime rate and focus
on youth development. Additionally both programs use police as a way to

24

improve the relationship between police officers and at-risk youth

(Hartmann & Depro, 2006; Kickz first season progress report, 2008). One
study found that youth who participate in or with police programs show
positive changes in their opinion of police officers (Anderson, 2007).
Research has also found that at-risk youth with no prior meetings with
police officials in formal settings, such as youth-police programs, have a
negative opinion of them (Rabois & Haaga, 2002).
Program Differences
Another major difference between the two is the contact time and
length of each program. Midnight Basketball only occurs during the summer
months (Hartmann & Depro, 2006), while Kickz is close to a 12 month
program that meets three times a week (Kickz first season progress report,
2008). The Midnight Basketball program does not run as long as the Kickz
program, but the Midnight Basketball program has the advantage in that it
does require that all participants attend workshops (Hartmann & Depro,
2006). The Kickz program does not require attendance at its workshops
(Kickz first season progress report, 2008).
Overall, the Midnight Basketball and Kickz soccer program have
been extremely successful in lowering crime rates, anti-social behavior, and
helping kids with positive development. Research indicates that Midnight
Basketball and the Kickz have helped to lower crime rates in communities
where programs were implemented Both programs have successfully used
workshops as a means for helping at-risk youth develop and provided them
with the tools to make positive decisions. Most importantly, both Midnight
Basketball and the Kickz programs have reached out to at-risk youth and
given them time, attention, and positive role models that they may not have
otherwise had.

25

Presented 7 by Dennis Dwi Kurnia

Title:
Relative Age Affects Marathon Performance in Male and Female Athletes
Marathon runners are ranked in 5-year age groups. However the extent to
which 5-year groupings facilitates equitable competition has not been evaluated.
The aim of this study was to evaluate the effect of relative age in male and female
marathon running. Marathon finishing times for the top ten male (aged 20-69
years) and female athletes (aged 20-64 years) were obtained from the 2013 New
York and Chicago marathons. Intra-class and inter-class validity were evaluated
by comparing performances within (intra-class) and between (inter-class) the 5year age groups. Results showed intra-class effects in all male age groups over 50
years, in all female age groups over 40 years, and in male and female 20-24 age
groups (p < 0.05). Inter-class differences existed between the 20-24 and 25-29 age
groups in both males and females, between all male age groups over 50 years, and
between all female age groups over 40 years (p < 0.05). This study provided the
first evaluation of the effects of relative age in male and female marathon running.
The results provide preliminary but compelling evidence that the relatively
older male athletes in age groups over 50 years and the relatively older females in
age groups over 40 years are competitively disadvantaged compared to the
younger athletes in these age groups. Age is classified into 5-year age groups in
marathon running and this study provided the first empirical evaluation of the
validity of these groups. The results indicated that the relatively older male
athletes in age groups over 50 years and the relatively older females in age groups
over 40 years were competitively disadvantaged compared to the relatively
younger athletes. The extent to which these effects were due to reduced
participation in athletes aged over 40-50 years or reduced physiological
functioning with aging remains to be established. Research is also required to
establish if a change in the age classification system increases participation in
masters athletes.

26

Presented 8 by Edi Suyanto

Title:
The Effects Of High Intensity Interval Training vs Stedy State Training on
Aerobic and Anaerobic Capacity

Interest in optimizing the magnitude of adaptation result-ing from physical

training, while minimizing the time and effort devoted to training, is a topic of
considerable inter-est within the exercise community. Including classical studies
of interval training for athletic performance (Astrand et al., 1960; Muller, 1953)
the substantial body of evidence regarding the effects and side effects of variations in the Frequency, Intensity, Time and Type (FITT) of training are effectively
codified in ACSMs Guidelines for Exercise Testing and Prescription (Pescatello
et al., 2014).

Sixty-five (23 male, 42 female) relatively-sedentary sub-jects volunteered

for the study. Their ages ranged from 18-28 years. The protocol, purpose, and
risks of the study were explained to all interested participants. The Physical
Activity Readiness Questionnaire (PAR-Q) was adminis-tered to the subjects prior
to participation to rule out con-traindications to participation. In order to be
eligible for the study, subjects could not have been exercising more than twice per
week at low-to-moderate intensity during the preceding three months (e.g. < 2 hr
per week). Quali-fied subjects provided written informed consent before
participating. The study was approved by the University Institutional Review
Board for the Protection of Human Subjects, and conformed to the principles
outlined in the Declaration of Helsinki.
An incremental exercise test, performed on an electrically braked cycle
ergometer (Lode Excalibur, Groningen, NL), was used to assess aerobic capacity.
The subjects were instructed to abstain from caffeine for 6 hours before the test,
which was conducted (within sub-ject) in a period of 2 hours of each day. A

27

practice test was not administered. The test began with a 5-min rest-ing period to
allow measurement of resting HR, followed by a 3-minute warm up at 25 W. After
3 minutes, the load was increased by 25 W per minute. Subjects pedaled at a
cadence ~80 rpm. The test was terminated when subjects were too fatigued to
continue, or when the cadence fell below 60 rpm. Maximal HR was measured
using radiote-lemetry (Polar Electro-Oy, Kempele, Finland). The Rat-ing of
Perceived Exertion (RPE) was measured during the test using the Category Ratio
(0-10) RPE scale (Borg, 1998). Respiratory metabolism was measured using
open-circuit spirometry, with a mixing chamber based metabol-ic cart (Parvo
Medics, Sandy, Utah). Calibration was completed before each test using a
reference gas (16% O2 & 4% CO2) and room air. A 3-L syringe was used to
calibrate the pneumotach. VO2 was summated every 30s, and the highest 30s
value during the test was accepted as VO2max. A verification trial was not
performed as we have previously found that there is no systematic change in
VO2max during a second exercise effort at higher muscular power output (Foster
et al., 2007). The peak aerobic power, expressed per kg BW (PaerPO) was accepted as the PO for the highest stage completed plus propor-tional credit for
incomplete stages.
As a measure of anaerobic power-capacity, the subjects performed the
Wingate Anaerobic Test (Bar-Or, 1987). The test was performed, on a different
day, on an electronically braked cycle ergometer (Lode Excalibur, Groningen,
NL), in the constant torque mode. The sub-jects warmed up for 5-min at 25W. In
the last 5-s of the warm-up period, the subject increased their pedaling rate to
>100 rpm (with no resistance on the flywheel). At the beginning of the test the
resistance was increased to 0.075 kg.kg-1 BW and the subject attempted to
maximize their pedaling rate for the next 30s. Peak power output (PPO) (the
highest PO observed during 1s during the test) and the mean power output (MPO)
(the average PO over the 30s duration of the test) were recorded from the ergometer software. The PPO and MPO were expressed relative to BW. As an additional
marker of exercise capacity, the Combined Exercise Capacity (CEC) was
calculated as the mean of PaerPO + PPO + MPO, and expressed as W.kg-1 BW.

28

Fifty-five of the original 65 subjects completed the study (17 male, 38

female). Descriptive characteristics of the subjects are presented in Table 1. The
steady-state group lost one male due to loss of interest (unwillingness to continue
the protocol). The Tabata group lost three female subjects, two due to loss of
interest and one other to an unrelated injury. The Meyer group lost a total of six
sub-jects. One female was lost due to loss of interest, four males due to unrelated
injury/illness, and one female due to unrelated injury. No significant differences
existed between the three training groups with regards to age, height, and weight
at the start of the study.
The main finding of this study was the substantial equiva-lence of
increases in measures of both aerobic and anaer-obic exercise performance in all
three training groups. Contrary to the frequent claims in the literature of larger
responses following high- intensity exercise training re-gimes, in this group of
relatively untrained young adults there was no apparent advantage gained from
more in-tense exercise. Even considering the numerically greater increase in all
measures of exercise capacity in the Tabata.
In conclusion, in this population of relatively untrained but healthy young
adults, our results suggest no particular advantage for very high intensity training
models, such as that which has been widely adapted from the results of Tabata et
al. (1996). The observation that the Tabata pro-tocol was less enjoyable is not
surprising. The progressive loss of enjoyment across all the protocols suggests
that perhaps variety in the type of exercise is as important as the type of exercise
per se. Particularly considering that the health benefits of exercise have to be
viewed in the context of the likelihood that exercise is continued for several years,
not just the weeks of a controlled study. Perhaps, in our quest to find the perfect
exercise we have missed the more important issue of how to make exercise
enjoyable enough to be continued long term.

29

Presented 9 by Firman Eko Santoso

Title:
Interpretaton of the Futsal Laws of the Game and
Guidelines for Referees

A substitution may be made during play or during a stoppage in play,

except during a time-out. The player being substituted does not need to obtain the
referees permission to leave the pitch. The referees do not need to authorise the
substitute to enter the pitch. Before entering the pitch, the substitute waits for the
player he is replacing to leave the pitch. The player being substituted is required to
leave the pitch via his own teams substitution zone, except if he is already outside
the pitch with the referees permission or for the reasons provided in Laws 3 or 4.
Permission to proceed with a substitution may be refused under certain
circumstances, e.g. if the substitute does not have his equipment in order.
A substitute who has not completed the substitution procedure by setting foot on
the pitch via his substitutionzone cannot restart play by taking a kick-in, corner
kick, etc. until he completes the substitution procedure.
If a player who is about to be replaced refuses to leave the pitch, the substitution
cannot be made. If a substitution is made during the half-time interval or before
any of the periods of extra time, the substitute may enter the pitch via the
substitution zone after informing the third referee or the referee, if there is no third
referee.

30

Outside agents Anyone not indicated on the list of players before the start
of the match as a player or substitute or who is not a team official is deemed to be
an outside agent. If an outside agent enters the pitch:
The referees must stop play (although not immediately if the outside agent does
not interfere with play). The referees must have him removed from the pitch and
its immediate surroundings. If the referees stop the match, they must restart play
with a dropped ball from the position of the ball when play was stopped, unless
play was stopped inside the penalty area, in which case one of the referees drops
the ball on the penalty area line at the point nearest to where the ball was
located when play was stopped

Team officials
The referees must stop play (although not immediately if the team official
does not interfere with play or if the advantage can be applied).
The referees must have him removed from the pitch and if his behaviour is
irresponsible, the referees must expel him from the pitch and its immediate
surroundings.
If the referees stop the match, they must restart play with a dropped ball
from the position of the ball when play was stopped, unless play was
stopped inside the penalty area, in which case one of the referees drops
the ball on the penalty area line at the point nearest to where the ball was
located when play was stopped.

Players sent off

31

The referees must stop play, although not immediately if the sent-off
player does not interfere with play or if the advantage can be applied.
The referees must have him removed from the pitch and its immediate
surroundings. If the referees stop the match, they must restart play with a dropped
ball from the position of the ball when the match was stopped, unless play was.
Stopped inside the penalty area, in which case one of the referees drops
the ball on the penalty area line at the point nearest to where the ball was
located when play was stopped.

Player outside the pitch

If, after leaving the pitch to correct unauthorised equipment or kit, to be
treated for an injury or bleeding, because he has blood on his kit or for any other
reason with the referees permission, a player re-enters the pitch without the
referees permission, the referees must: Stop play, although not immediately if
they can apply the advantage. Caution the player for entering the pitch without
permission.
With an indirect free kick to the opposing team from the position of the
ball when play was stopped if there is no other infringement In accordance with
Law 12 if the player also infringes this Law. If a player who is outside the pitch
with the referees permission and who has not been substituted re-enters the pitch
without the permission of the referees or the third referee and furthermore
commits another cautionable infringement, the referees send him off for a double
caution, e.g. the player enters without the permission of the referees or the third

32

referee and trips an opponent in a reckless manner. If this infringement is

committed with excessive force, the player is sent off directly.

33

Presented 10 by Ibnu Darmawan

Title:
The Impact of Stretching on Sports Injury Risk:
A Systematic Review of the Literature
Some investigators have questioned the routine practice of stretching and
contend that there is little evidence that stretching pre or post participation
prevents injury and that it might affect performance negatively. Questionnaire
surveys and/or personal logs of groups of runners and other athletes have asked
about stretching and have shown either no association with injury, no protective
effective, or no increased injury rates.
But in order studies, stretching before or after exercise had no effect in the
prevention of post exercise pain. Recently, the President's Council for Physical
Fitness and Sports reported that Stretching not only might not prevent injuries but
also might compromise performance.
Stronger evidence demonstrates that various approaches to conditioning
that include warm-up and stretching along with other techinques, such as strenght
training, plyometrics, and proprioception training both enhance performance and
prevent certain kinds of injury. This suggests that strenght training, conditioning,
and warm-up play an important role in injury prevention. In addition, stretching of
specific muscles and joints for specific activities might enhance the effectiveness
of these other pre exercise activities, an approach consistent with a multifactorial
model for prevention. At the same time, there might also be a risk of injury and
impaired performance associated with a stretching without adequate conditioning
and/or warm-up.
Some have argued that warm-up is more important than stretching in the
prevention of injuries in sports. Based on this review, we can recommend neither
the endorsement not the discontinuation of stretching, which has been a basic
tenet of preparation for athletic participation. The evidence demonstrates that
stretching clearly increases flexibility and, to the degree that flexibility might
benefit performance or decrease the risk of injury, stretching might be desirable. It
is also evident that strenght training conditioning, and warm-up have an important

34

role in injury prevention, and we suggest that when stretching is done, it should be
conducted in the context of adequate conditioning and appropriate warm-up.
In conclusion, there is not sufficient evidence to endorse or discontinue routine
pre-or post event stretching to prevent injury among competitive or recreational
athletes. Better research is needed to determine the proper role of stretching in
sports, especially as there are increasing numbers of athletes and growing
recognition that all people need to increase their physical activity to improve their
health and quality of life.

35

Presented 11 by Muhammad Nur Ridwan

Title:
Physical Activity
Physical activity is important for health, and studies like the European
Youth Heart Study and the Pediatric Osteoporosis Prevention (POP) study report
high prevalence of risk factors for cardiovascular disease, low muscle strength and
low bone mass in children with low physical activity (Andersen et al., 2006;
Valdimarsson et al. 2006; Linden et al. 2007).
Despite this there is a large proportion of children with a physically
inactive lifestyle. Forexample, up to 25% of children in Australia are estimated to
be at risk of not being physically active enough to optimize health (Booth et al.,
2002) and similar data are reported in
several pediatric settings (Hammar & Toss, 1994: Westersthl et al, 2003;
Dencker, 2007).
In Sweden 88% of all pupils participate regularly in the school subject
Physical Education and Health (PEH) (Redelius, 2004; Lundvall & Meckbach,
2008) while only 61% of the pupils who did not achieve the goals of compulsory
school 2008 attended PEH lessons during their ninth school year (Ericsson &
Cederberg, 2010). Studies have also shown an association between level of
physical activity, participation rate in PEH and the sum of marks in school
subjects (Thedin Jakobsson & Engstrm, 2008; Ericsson & Cederberg,2010).
Thus, when children have a low degree of physical activity during the school day
and do not develop adequate motor skills, this may lead not only to lack of fitness
and health problems (Brown et al., 2004), but also to impaired academic
achievements (Ericsson, 2003; 2008a).
Many pupils, especially boys, leave compulsory school without being
qualified for the national upper secondary school programs. To be qualified,
pupils in Sweden must, in certificates from compulsory school, attain at least the
mark Pass in each of the sub- jects Swedish, Mathematics and English, a goal
possible for all pupils to reach (Ekman &Dolan, 2010). Despite efforts, the
36

proportion of unqualified pupils has increased during the last decade, more among
boys than girls, so that the proportion of pupils unqualified for higher studies in
Sweden in 2009 was 12%, the highest figure since 1998 (National Agency for
Education, 2009). But the trend may hypothetically be reversed with increased
physical activity and extra motor training, as this in younger school years has
shown to be associated with improved school achievements (Ericsson, 2008a).
The school would then be alogical arena for such an intervention, as the only
arena in society that reaches all children. This is why we designed a nine-year
prospective, controlled, population-based exercise intervention study with the aim
of evaluating whether daily PEH in the school curriculum
could improve motor skills and the proportion of pupils that qualified for upper
secondary school. We hypothesized that extended PEH and adapted motor training
during the com-pulsory school years would (i) improve the pupils motor skills,
(ii) improve the proportion of pupils who qualify for upper secondary school and
(iii) that motor skills and marks in PEH, Swedish, English, and Mathematics
would correlate
All pupils within the first three school years, 7-9 years of age, in one
Swedish school, were followed until they were 16 years old and left compulsory
school. The school was situatedaddress. The study design was a prospective
controlled exercise intervention study, the Pediatric Osteoporosis Prevention
(POP) study, which has been presented in detail previously (Ericsson, 2003;
2008a; Valdimarsson, 2006; Dencker, 2007; Linden et al., 2007). All parents and
pupils were informed and gave their written consent. The study was approved by
the Ethics Committee of Lund University and conducted according to the
Declaration of
Helsinki.
This study suggests that daily PEH and adapted motor skills training in
primary school is a feasible way to improve not only motor skills but also marks
in school subjects and the proportion of pupils that qualify for higher studies. The
results support studies which suggest that physical activity is associated with
cognitive achievements (Frisk, 1996; Cratty, 1997; Cantell et al., 1998; Kadesj &
Gillberg, 1999; Ericsson, 2003; 2008a; berg et al., 2009), and increases our

37

knowledge by inferring that there is not only an association but actually that a
population-based intervention strategy with increased physical activity and motor
skills training could improve school performance. The benefits of daily PEH are
of biological significance, as there were deficits in motor skills in school year 9 in
only 7% among pupils (average of boys and girls) with daily PEH compared to
47% of the pupils with two lessons of PEH a week. Even more importantly,
school performance was improved by daily PEH so that the sum of marks in
investigated subjects in boys, and in the proportion of pupils who achieved the
goals of compulsory school, that is, to qualify for upper secondary school, was 8%
(or 7.1 percentage points) higher among pupils with daily PEH than among pupils
with PEH twice a week. The benefits obtained through daily PEH were more
obvious in boys than in girls, which is of the utmost interest since boys in Sweden
perform less well in school results and qualify for continued studies to a lesser
extent than girls (National Agency for Education, 2009). Since the cohort in this
study is population-based, as children in both the intervention group and the
control group lived in the same village, and as all pupils attended the same school
during the same period where, apart from the level of PEH, they were exposed to
the same school curriculum and shared the same teachers, it seems that the
inferencesdrawn could be generalized. This is further supported by the fact that
89% of the pupils inthe control group in this study qualified for upper secondary
school, similar to the duringthe evaluated years 88.9% qualification rate reported
when including all pupils in Sweden(National Agency for Education, 2009).The
finding of 49% of the pupils in school years 12 with some motor skills deficits
alsosupports the representativeness of the cohort, as the proportion is similar to
reported deficits in other populations (Hendersen & Sugden 1992; Gjesing, 1997;
Kadesj & Gillberg,1999. However, daily PEH actually improved development in
motor skills, as the improvement was more marked in the intervention group than
in the control group must also be emphasized that absolute comparison between
the proportions of pupils with motor skills deficits in different school years could
only be done between school years 1,2, and 3, as the criteria for being evaluated
with no deficits in these years were the same. In school year 9, the requirements
for being classified with no deficit were higher than during the first three school

38

years. In other words, a pupil in school year 9 could hypothetically perform better
in the tests in absolute values than in school year 3 and in spite of this, in relative
values being classified with poorer motor skills than in school year 3
(Ericsson,2008b; 2011) a classification probably explaining the high proportion of
motor skills deficits in the control group in school year 9 compared to school year
3.Motor skills seems to be of clinical importance for school performance, as
previous research has reported that children with deficits in motor skills at school
start may have problems in academic achievements (Frisk, 1996; Cratty, 1997;
Cantell et al., 1998; Kadesj &Gillberg, 1999; Ericsson, 2003; 2008a). Therefore
it seems important to identify childrenwith impaired motor skills already at school
start to intervene with the aim of improvingmotor skills development. The results
of this study support this view, showing that an intervention program with
increased physical activity and motor skills training could improveschool
achievements. However, it must be emphasized that the current study could not
clarify the mechanism, even if the literature suggests hypotheses that try to
explain this(Moser, 2000). The sensory-motor hypothesis focuses on the
importance of the childs early motor experiences for sensory and perceptual
development and for cognitive processes. Deficits in motor skills could lead to a
negative effect on self-esteem. Negative self-esteem confers inferiority in skills at
play, attention and other cognitive functions, which may lead to impaired school
achievements (Cratty, 1997; Gjesing, 1997). The neurophysiologic hypothesis
assumes that motor training affects the nervous system in a positive way,
andstudies have shown that physical activity, motor skills training, problem
solving and cognitive learning increase the blood flow and the metabolism in the
same region of the brain,the pre-frontal cortex (Shephard, 1997; Jensen, 1998).
This fact is highlighted as an explanation of the association between increased
motor skills, higher degree of arousal, improved attention and increased school
achievements (Shephard, 1997). The psychological hypothesis focuses on an
indirect relationship between motor skills and cognition. Changes in
psychological functions such as motivation, communication, social competence
and self-esteem, as a result of increased physical activity, are highlighted in this
hypothesis as the basis for better learning skills, fewer disturbances and improved

39

school performance (Kiphard, 1979; Stenberg & Schwanhsser, 2000). Finally,

the social cognitive theory, formulated by Bandura (1997) focuses on the belief in
an association between cognitive.

40

Presented 12 by Muhammad Indra Kurnia Hadi

Title:
BASIC BASKETBALL SKILLS
Basketball is one of the most popular sports in the world and one of the
most widely viewed. It is a team sport that involves two teams of five active
players each trying to score points against one another by throwing a ball to
enemy basket. It is played on both indoor and outdoor courts.
Basic skills related with basketball are:
- Dribbling.
- Passing.
- Shooting.
- Rebound.
A. Dribbling
The dribble is an act by which a player repetitively bounces the ball off the
floor. Dribbling can be in place as well as while moving.
Teaching points in dribbling:
1. Dribbling starts with proper hand and arm motion, as well as
body position
2. push the ball downwards with fingers spread, using specifically
fingertips, not palms
3. Dribble with your head up and continuously look around to
pass effectively to a teammate
4. The feet should be well spaced, one foot slightly in advance of
the other, knees slightly bent and the trunk also bent forward at
the waist
B. Passing
A play that involves one player throwing the ball to another.

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Teaching points in passing:

1. Passing starts with hand and wrist movement as well as
proper arm position
2. Pass the ball with two hands unless condition require the
use of only one hand
3. See the player to whom the pass is to be made just an
instant prior to making a pass
4. Push the arm and release the ball
C. Shooting
The act of throwing the ball towards the basket in an attempt to score.
Teaching points in shooting:
1. Use two hands most of the times with equal force
2. Shoot high enough with the ball traveling in high arc and drop
into the basket
3. Do not target at the rim of basket
4. Use the backboard while shooting from either side
5. Do not hurry for shooting but learn to shoot under pressure
6. Shoot only when you are completely ready to shoot the ball
D. Rebound
The act of gaining possession of the basketball after a missed shot.
Teaching points in rebound:
1. Locate the opponent and get the position between player and the basket
2. Get and maintain possession of ball by moving it out or down the court

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Presented 13 by Muhammad Erfan

Title:
Backhand and Forehand Technique
Backhand and forehand technique of prayer is the basic foundation hearts
tennis game. Although forehand can considered not important fence behind
Serving modern perminan hearts.
Forehand vs. backhand: In analyzing the distribution of the final stroke in
the rally as a function of the results point in elite level tennis player, Cam et al.
(2013) revealed that forehand associated with more points wins, while many lost
points with a backhand play as the final shot. Interestingly, the player has generally have been found to serve to the backhand opponents more often when under
pressure because it is considered the underdog (Bailey and McGarrity, 2012). Ball
speed: The use of preferential forehand can also be partly expained by evidence
showing that forehand generate ball speed is higher for male players of elite
(Fernandez - Fernandez et al, 2010; Stroke accuracy: Inter-stroke difference in
battery-obscene seem to relate to the protocol used. For example, in two studies in
which the speed of the ball is not considered, there was no difference in the
accuracy of hitting reported between forehand and backhand shots played
crosswise (CC) and down the line (DL) by tennis players of elite during simulated matchplay tennis (Davey et al ., 2002) or the accuracy of hitting the tennis test
(Strecker et al., 2011).

B. Comparison between the one- and two-handed back-hands

One of the questions most is the tennis coach is whether one of the two
techniques are superior. From a scientific standpoint, there are no studies that
give a clear answer. This can be explained, at least in part, by the difficulties
associated with the same players master-ing the two techniques - logical
because sufficient coordination dis-parate them. However, studies that

43

compare players elite level and national do well 1BH or 2BH observed
compared to the speed of the racket horizontally (I-Tagawa and Kojima,
2005; Reid and Elliott, 2002) (. Fanchiang et al, 2013), post-impact speed of
the ball and Accura -cy (Mohammed et al., 2011).
C. Definition of stroke
Backhand stroke is divided into three general stages (Ryu et al., 1988). The
preparation phase starts from the displacement of the racket backwards and
ends when the reverse direction (Figures 1A / 2A); acceleration can be
considered from the start of the shift to a forward rac - quet to contact the ball
(Figures 1B / 2B); follow-through phase begins from the point of con - tact
and completed by the end of the forward movement racket
a. Definition corner rods
Only one spatial model has been used to compare the results of
literature, (Figure 2). Shoulder alignment angle defines the angle between
the left shoulder - the right shoulder and the baseline, is projected to fall
to the sur - face trial. Hip angle alignment similarly defined. When one
hip or shoulder aligned parallel to the baseline, 0 angle noted. When
they rotate so that they are perpendicular to the baseline, an angle of 90
is recorded.
b. Coordination segmental
The strength of a tennis stroke is characterized by veloc-ity of the
racket-head at impact, which in turn evolved through segmental rotation
and the energy flow of the aggregate of the feet, legs, trunk, arm to arm /
racquet; otherwise referred to as the kinetic chain (Kibler et al., 2004).
c . backswing
Reid and Elliott (2002 ) have shown that both shoulder and
hip alignment angle relating to the baseline at the end of the backswing
greater than in 2BH 1BH , but also that the angle of the shoulder
alignment is larg - er of the hip angle alignment for both BH . (Table 1
and Figure 1A / 2A) Whether the player using one hand or two hands ,
suitability backhand used players is the key. Whatever the choice , the
mechanical efficiency of individual power often determines the level of

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success experienced by tennis players . If backhand with two hands often

to be special in the development of young players , but the equipment
allows now the coach to teach the one-handed backhand with the right
techniques , thus improving performance but also reduces the risk of an
elbow injury .
The purpose of this article is to provide insight into the differences
between the backhand technique to assist trainers in their teaching process .
However , further research is clearly needed to understand the main differences in
the coordinative male and female players of varying skill levels using both
techniques backhand

45

Presented 14 by Razikin Masruri

Title:
Heading Techniques in Soccer Definition Type
Heading Techniques in Soccer - Or plain which we call ball, well this
technique frequently used by the football that produces beautiful goals. Goals are
often very rarely use headings can be caught by the keeper, because it is by
heading the ball so suddenly attacked, we demonstrated just the game of football
during a corner kick that lobbed the ball up, well when it is heading ball.
Definition of Heading
If your coach tells you to "Use your head" is meant the actual
head.Football is the only game demana players use their heads to the ball. Players
use the Heading to pass the ball to his partner, to score goals by directing the ball
into their own goal. Based on the above description is intended to Heading gore or
heading the ball to pass / print Goll (Luxbacher, JA, 2002).
MECHANICS OF HEADING
Heading a soccer ball is a difficult task, which is further complicated by
having to perform the skill during other activities (eg, standing, walking, running
forward or backward, jumping, being challenged by an opponent, diving).
Although coaching books describe teaching progressions, most do not discuss
heading until the players are about 12 years or older. Younger players spend a
modest amount of time practicing heading and even less time heading a ball in a
game (making it more of a novelty than a polished skill). In youngsters, most
heading opportunities occur after the ball has bounced.
The ball is to be contacted on the forehead at or near the hairline (a coach
will say to hit the ball on the forehead, where you put your hand to feel for a
fever). Heading is active. Again, coaches will say hit the ball, dont let the ball
hit you. The trunk is hyperextended and the chin tucked in to the chest. The more
trunk extension, the faster the forward velocity of the trunk and the harder the
impact on the ball. The arms are usually extended for balance and protection.
When the athlete jumps for a head ball, the legs are somewhat extended at the hip
46

and flexed at the knee in preparation for striking the ball. Most of these positions
are seen when 2 players compete for a head ball (Figure). Successful heading is an
exercise in precision timing. Flexing the hips brings the trunk and head toward the
ball, while the arms are pulled back. Contracting the neck muscles fixes the head,
making a firm surface for contact and effectively increasing mass of the contact
surface. To contact the ball at the top of a jump (vertical velocity 50), the trunk
must be flexed to transfer force to the ball. Most ball-related injuries are due to the
ball hitting an unprepared head (ie, the head and neck are not stabilized). This
increases the ball mass-contact mass ratio and increases the risk of injury, because
the force of the ball hitting the head can accelerate the head back ward.
Types Heading
In a football game we are familiar with the term Heading. There are two
kinds Heading Heading Heading to leap or jump and drive Heading. Heading
Jump is jumping up for the ball, while the drive is plunging Heading down to the
ball (Luxbacher, JA, 20021).
Conducting Technique
Jump Heading According to Luxbacher, JA, (2002) to perform a good
jump and correct heading should pay attention to three phases include:
1. Preparation
Align the shoulder with the ball coming
Flex your knees
Hold the weight on the foot pads
Pull the hand backward
Focus your attention on the ball
2. Implementation
Jump
Jump in with both feet
Put your hands up
Arching body
Pull the chin to the chest
The neck does not move body forward
Contact the ball with the forehead
Eyes open and mouth closed
3. Follow Through
Forehead movement during contact with the ball
Continue to the end of body movement
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Hands outstretched to the side for balance

Landed smoothly over the surface of the ground with both feet.

D. Technique Basics heading (Heading) Ball

Possession of the ball by using the head is not easy, because it is practice
until you are confident with your header technique. The main thing to remember
is to keep your eyes open and to keep using the forehead, open the top of the
head. Here's a basic explanation heading (heading) ball (Hervy, 2003).
Stand parallel to the ball, with one foot in front of the other, bend your
knees and slightly leaning back

When the ball came closer, keep your eyes

open. A relaxing stay at the last minute. ball with the forehead if you use the
other parts of the head, it's going to hurt.
E. Kinds of Mechanical Heading (Heading) In Football Game
Using header (heading) to attack or to score is one of the most Elmen in a
football game. This often means that capitalize upon the opportunities of small, so
you have to take risks and truly grabbed or heading the ball. There are several
techniques header (heading) in a football game (Harvey, 2003).
1. Heading down When heading the ball into the goal, you have to keep the
ball in order to keep leading down to complicate the goalkeeper blocking,
so that point downward when the ball head it, you have to be higher than
heading the ball to the top, then headed in your head firmly down when
touched
2. Heading flopping down Perform this header with full force so that the
course of the ball more quickly and hard to catch. Keep your eyes fixed on
the ball, then fell into the front, while letting your feet up off the
ground. Navigate the ball to the left or to the right to turn heads when you
hit the ball. By the time you fall to the ground try to relax the body so that it
does not hurt 3. Controlling header Use header which aims to hold the ball
to drown if you want to do next movement itself and does not want to pass
it. Do not over when leaned toward the ball, stay relaxed when to hold the
ball, keep your position when receiving the ball. Bend your knees and lean

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slightly back, push the ball forward slowly so that the ball fell and landed
not far from your feet
F. Exercise Type heading (Heading)
1. Exercise for two players This game is headed in a good workout. Create a
square with a width of 6 m (20 feet) with a pnanda middle row. Play with a
partner who stood face to face with you, a player throwing a ball to one
another, which is heading back. Keep on heading the ball to fall to the
ground. Besides trying to beat your opponent, try to have enough time to
restore power (Miller, 2004)
2. Exercise for three people It is an exercise for three players. A goal with a
width of 6 m (20 feet) to place a mark as far as 15 m (49 feet) in front of
him. One player becomes the keeper. A player (F) stands in the position of
the goalkeeper, the other players. (A) standing between the goal and
mark. A run around the temporary sign. F throw the ball to him. A must run
quickly after the ball and head it towards goal. F should vary the height of
the ball to a bias that he tried a variety of different header. The players take
turns after ten header (Harvey, 2003).
3. Exercise to eight players. This game for eight players or more. Divide into
two teams, each team has its own goal and goalkeeper. Each of the other
players keep a player from another team. To play you have to follow the
order of "throw, and catch the heading" even when you cut your way ball
should only be scored with a header (Harvey, 2003).

49

Presented 15 by Septian Raibowo

Title:
TENNIS RULES
Tennis is played around the world under the same rules and scoring system: in
schools and colleges, on private courts, in public parks, in exclusive clubs, in big
cities and small towns, and both indoors and outdoors. It is played on a court 78
feet long and 36 feet wide divide by a tautly strung net 3 feet high at the posts
but only 3 feet high in the center.
Singles is played by two players opposing each other on a narrower
court (27 wide); when four players play, two on one side opposing two on the
other, the full court (36 wide) is used, and the game is called doubles. Each player
uses a racket made of ceramic fibers, alumunium, fiberglass, graphite, carbon,
titanum, or combination thereof, strung with synthetic materials or gut, to hit a
rubber, felt-covered ball back and forth acros the net, within the boundaries of the
court.
Rules of the game impose some highly specific conditions upon the
players, but the general idea is to hit the ball into your opponents court in such
way that your opponent is unable to return it to your court or that the ball is
returned so weakly that you can surely put it away with your next shot. This
may sound as thugh points are decided by one or two shots: while this does
happen in contests between big game stylists, usually it takes many more shots
to maneuver your opponent out of position, especially when the opponent is trying
to do the same thing to you.
The game is started when one player, standing behind the baseline
to the right of the center mark, tosses the ball up and serves to the opponent. The
serve must go over the net and must land in the diagonally opposite right the
service court. If the first serve is unsuccesful, the server has another chance. If
that, too, is a fault, the receiver wins the point. The second point is started from
the left of the center mark, and the serve is directed to the left service court. The

50

third point is started as the first, in the rigt court, and so on until the game is over.
If a server is good, the receiver attempts to return the ball anywhere into the
opponents court. The rally continues until one player hits the ball into the net or
outside the opponents.

A. Courts
Courts come in a variety of surfaces and surroundings. While the
official rules specify the dimensions of the court, the height and location of
the net posts, the width of the lines, and the like, nothing is said about the
court surface. Grass, clay, concrete, asphalt, wood, composition, and
several other types of surfaces are curently used.
The Court shall be a rectangle 78 feet (23.77 m) long and 27 feet
(8.23 m) wide. It shall be divided across the middle by a net suspended
from a cord or metal cable of a maximum diameter of one-third of an inch
(0.8 cm), the ends of which shall be attached to, or pass over, the tops of
two posts, which shall be not more than 6 inches (15 cm) square or 6
inches (15 cm) in diameter. These posts shall not be higher than 1 inch (2.5
cm) above the top of the net cord. The centres of the posts shall be 3 feet
(.914 m) outside the Court on each side and the height of the posts shall be
such that the top of the cord or metal cable shall be 3 feet 6 inches (1.07
m) above the ground.
B. Balls
Beginners, trying to economize on balls, frequently practice with
used balls that have become light as a result of wearing down material
cover until only the skin is left. Skinned balls are impossible to control
effectively, so that practicing with them may induce poor stroke habits.
Give the skinless wonders to the dog, and give yourself a chance to start
on the right track toward a lifetime of enjoyable tennis.
Balls that are approved for play under the Rules of Tennis must
comply with the following specifications:

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a. The ball shall have a uniform outer surface consisting of a fabric

cover and shall be white or yellow in colour. If there are any seams
they shall be stitchless.
b. The ball shall conform to the requirements specified in Appendix I
(Regulations for making tests specified in Rule 3.), Section iv for
size and be more than 1.975 ounces (56.0 grams) and less than
2.095 ounces (59.4 grams) in weight.
C. Rackets
For many years, there was nothing in the rules about teh racket:
almost all rackets were made of wood and were relatively uniform in size
(27 long and 9 wide across the face). Increasing interest and
participation in tennis has motivated equipment manufactures to
experiment with the new materials, new designs, different sizes, various
weights, and creative stringing patterns. Some of these experiments
produced rackets that changed the character of the game and eventually
racket specifications were incorporated into the officials rules.
Rackets failing to comply with the following specifications are not
approved for play under the Rules of Tennis:
a. The hitting surface of the racket shall be flat and consist of a
pattern of crossed strings connected to a frame and alternately
interlaced or bonded where they cross; and the stringing pattern
shall be generally uniform, and in particular not less dense in the
centre than in any other area. The racket shall be designed and
strung such that the playing characteristics are identical on both
faces. The strings shall be free of attached objects and protrusions
other than those utilised solely and specifically to limit or prevent
wear and tear or vibration, and which are reasonable in size and
placement for such purposes.
b. The frame of the racket shall not exceed 29 inches (73.66 cm) in
overall length, including the handle. The frame of the racket shall
not exceed 1212 inches (31.75 cm) in overall width. The hitting
surface shall not exceed 1512 inches (39.37 cm) in overall length,
and 1112 inches (29.21 cm) in overall width.
c. The frame, including the handle, shall be free of attached objects
and devices other than those utilised solely and specifically to limit
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or prevent wear and tear or vibration, or to distribute weight. Any

objects and devices must be reasonable in size and placement for
such purposes.
d. The frame, including the handle and the strings, shall be free of any
device which makes it possible to change materially the shape of
the racket, or to change the weight distribution in the direction of
the longitudinal axis of the racket which would alter the swing
moment of inertia, or to deliberately change any physical property
which may affect the performance of the racket during the playing
of a point. No energy source that in any way changes or affects the
playing characteristics of a racket may be built into or attached to a
racket.
D. The Server and Return of Serve
The serve is the stroke that puts the ball in play and is often
referred to as the most important stroke in the game of tennis. It has
become a principal weapon of attack and is used to place the opponent on
the defensive by forcing a return form the weak side or by moving the
receiver out of position. A strong serve may bolster an otherwise weak
game and tends to bulid the servers confidence. Since both are in the
motion at the same time (ball toss and racket arm), cordination may be
difficult for the beginner. To a point, serving is like throwing baseball
overhand; however, in addition to the throwing motion, the placement of
the ball in the hitting position (ball toss) introduces another element. The
serve requires the coordination of those two movements to bring the ball
and racket into position for the most effective contact
The return of serve is probably the least practiced stroke yet one of
the most important to the game. Unless your opponents serve can be
returned, the point is lost-you have chance of winning it. Consequently,
even in the early stages of learning to play tennis, the beginning and
intermediate players needs to understand how apply to basic principles
(many of which you already know!) to this situation.
The players shall stand on opposite sides of the net; the player who
first delivers the ball shall be called the Server, and the other the Receiver.
E. Keeping Score
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Both players sholud keep score accurately, and the server should
announce the point score (e.g., 15-30) before serving each point. Knowing
the score is an important of strategy and, in addition, prevents unpleasant
disagreements. If a dispute reagrding the score does arise,that is , you
think the score is 15-40 and your opponent thinks its 30 all, both of you
should meet the net (dont shout back and forth from baseline to the
other!) and try to reconstruct the points and the score verbally. If this
procces fails to reach an agreement, go back to the last score on which
both sides do agree and resume play from there.
If a player wins his first point, the score is called 15 for that player;
on winning his second point, the score is called 30 for that player; on
winning his third point, the score is called 40 for that player, and the fourth
point won by a player is scored game for that player except as below. If
both players have won three points, the score is called deuce; and the next
point won by a player is scored advantage for that player. If the same
player wins the next point, he wins the game; if the other player wins the
next point the score is again called deuce; and so on, until a player wins
the two points immediately following the score at deuce, when the game is
scored for that player.
F. Score in a set
a. A player (or players) who first wins six games wins a set;
except that he must win by a margin of two games over his
opponent and where necessary a set shall be extended until this
margin is achieved.
b. The tie-break system of scoring may be adopted as an
alternative to the advantage set system in paragraph (a) of this
Rule provided the decision is announced in advance of the
match.

G. Attitude
Your attitude is important. What you say and how you say it are

54

the signpost others use in assessing you as a future partner, a friendly,

congenial opponent, or a lets not ask that one to be a fourth type.
Your opponent is not your enemy. You are both competitors, both
wanting to play well, and both trying to raise your game to a high level.
This joint venture, and thereis no room for animosity. If you are not
playing well, perhaps your opponents good playing is the cause of
your ineffectiveness. If so, issue a deserved compliment; your
grumbling about your game is inappropiate and should not be foisted
upon a respected competitor. Even if you are both playing badly,
griping will not enhance the situation for either of you. Learn control
yourself, and you will be in a much better position to control the ball,
your opponent, and the outcome of the match.
H. Whenand when not to talk
Do not talk while tha ball is in play. The one exception is in
doubles when it is permissible for partners to call yours or mine to
facilitate team play. Partners may also help each other in calling lines
and you may cal out or bounce it to aid your partners judgment.
Unnecessary conversation is not welcome between points either, since
this distracts both players attention. Of cource, it is a nice gesture
compliment your opponent on good shots, but do not overdo it to the
extent that either of you loses your concentration.

55

CURRICULUM VITAE

Anwar Baidhori was born in Probolinggo, Juny 8, 1993. He

was so thankful for living on earth as a son of Lamaji and
Parmi and a son of two lovely sister, Hilda and Firda. In 2005,
he was graduated from SDN I Purwojati, and he went to
Pondok Pesantren Nurul Jadid, Paiton, Probolinggo. There, he
studied in SMP Nurul Jadid and graduated in 2008. In addition, he went to SMK
Nurul Jadid, taking IT-Multimedia as his focus of study. Besides learning general
knowledge in school and religion in the pesantren, Kamilah, who has been keen
on futsal for a long time, took futsal organization in Probolinggo Nurul Jadid.
Learning Sport science from the institutes, he could pass SNMPTN in 2011 and
have the chance to study in Sport science Department, State University of Malang,
and meet great friends as well. Then, to help put bricks up and reach his dream as
a writer, he joined UKM Penulis. The years in college left priceless and
unforgettable moment to the writer, for he has met irreplaceable friends in Asrama
UM, class C, and UKM Penulis.

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