“Saya memohon maaf kepada semua pembaca blog kerana buat masa ini saya tidak dapat menghantar nota yang diminta kerana kesibukan tugas.Harap maklum "Tidak terjadi hari Kiamat sehingga Sungai Furat (Sungai Euphrates iaitu sebuah Gunung daripada emas. Ramai orang yang berperang untuk merebutnya. Maka terbunuh 99 daripada 100 orang yang berperang. Dan masing2 yang terlibat berkata, "Mudah2an akulah yang orang yang terselamat itu". Di dalam riwayat lain ada disebutkan, "Sudah dekat suatu masa di mana Sungai Furat akan menjadi surut airnya lalu ternampak perbendaharaan daripada emas, maka barang siapa yang hadir di situ JANGANLAH ia mengambil sesuatu pun daripada harta itu". (H.R. Bukhari Muslim)Saya memohon maaf kepada semua pembaca blog kerana buat masa ini saya tidak dapat menghantar nota yang diminta kerana kesibukan tugas.Harap maklum."

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What's The Best High Jump Technique?

on 8 Apr 2014

The most exciting moment in the high jump occurs when the jumper soars through the air and tries to clear the bar. But that payoff moment is only the result of a longer, more complex process. The high jump combines techniques used in running and hurdling, as well as jumping events. It’s the approach run that generates the speed that gives a high jumper the power to leap over the bar. At the same time, the approach run must be controlled – as in hurdles – by employing the same stride pattern on each jump, in order to complete the approach at the proper takeoff spot. It would be wise, therefore, for young high jumpers to begin by developing a consistent approach run, then learn the proper takeoff and flight techniques. If you don’t get the approach right, you won’t need to know how to clear the bar because you won’t be able to do it.High jumpers generally employ a 10-step approach – five steps in a straight line and five steps along an arc that curves toward the bar. Generally, right-handed jumpers begin by standing about ten strides back from the right standard, plus five strides to the right. The athlete will set a checkmark at his/her starting point and make a second mark about five strides forward, at the transition point from straight to curved approach. Read more abouthow to determine the takeoff leg and starting position and how to set the check marks. The marks, as well as the number of strides in the approach, can be adjusted if necessary, but once you have your marks on the track it’s important to always hit them precisely.A standard 10-step approach will begin by pushing off with the takeoff foot. Jumpers will generally start slowly and accelerate throughout the approach. Again, the approach speed can be tweaked if needed, but it should remain as consistent as possible. Somewhat like a track runner, the high jumper can start in a bit of a crouch, but he/she should be running fully erect by the third step. Continue to accelerate while running in a straight line until the fifth step, which should land on your second checkmark. Prior to hitting the mark, turn your foot slightly to the middle of the track, pointing the toe in the direction of the nearest standard, to initiate the curve toward the bar.On the sixth step, the jumper’s takeoff foot lands in front of the non-takeoff foot to continue the arc. At the same time, lean away from the bar by flexing at the ankle. Continue to accelerate while maintaining the arc toward the bar, with each step falling in front of the previous step. Continue to lean away from the bar. Keep your head up, body erect and focus your vision above the bar, toward the far standard. On your final two steps your feet should land flat on the track.Don’t make the mistake of taking off in front of the center of the bar. You want to take off before you reach that point, so your momentum carries you over the center – which is the bar’s lowest point. Plant the takeoff foot (which will be farthest from the bar) in front of you, with the toe pointing toward the far standard, and drive your other leg and both arms straight up (not across your body), while keeping them close to your body. The thigh on the non-takeoff leg should be parallel to the ground while your arms punch up to head level. Look down on the bar with your chin tight to your chest. Leave the free leg up as the takeoff leg rises into a similar position. It’s important to remember that the takeoff is a vertical jump. Maintain your lean away from the bar and jump up, allowing your momentum to carry you over the bar.An alternate takeoff method is to only pump up your outside arm. This generally allows for greater speed, but be careful that the non-pumping arm doesn’t move inside, shifting your momentum and causing you to jump into the bar. Pumping both arms straight up helps keep your body moving straight up. Young jumpers may want to try both the single- and double-arm techniques to see which one works best for you.The takeoff leg should continue toward the bar as your other leg, shoulders and hips rotate until your back is to the bar. Your heels should be close to your backside with your knees apart. From this point forward, the position of a jumper’s head is critically important. The head, obviously, will clear the bar first. As your shoulders clear the bar, tip your head back, move your hands to your thighs and arch your body to allow the hips to clear the bar.Once your hips have cleared the bar, move your head forward, tucking your chin toward your chest, and kick your legs up – in effect, straightening them out – as they pass over the bar.Once you clear the bar, spread your arms, then your legs, to slow your momentum, then enjoy the ride down until you land on your upper back. Sumber :
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MH370 - Al Fatihah

on 24 Mac 2014

Al Fatihah utk semua penumpang MH370 - PM sahkan perjalanan MH370berakhir di Lautan Hindi.

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Pray For MH370 (+playlist)

on 15 Mac 2014

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on 10 Mac 2014

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The Heart Anatomy

on 2 Mac 2014

The heart is a fist-sized, muscular organ that pumps blood through the body. Oxygen-poor blood enters the right atrium of the heart (via veins called the inferior vena cava and the superior vena cava). The blood is then pumped into the right ventricle and then through the pulmonary artery to the lungs, where the blood is enriched with oxygen (and loses carbon dioxide). The oxygen-rich (oxygenated) blood is then carried back to the left atrium of the heart via the pulmonary vein. The blood is then pumped to the left ventricle, then the blood is pumped through the aorta and to the rest of the body. This cycle is then repeated. Every day, the heart pumps about 2,000 gallons (7,600 liters) of blood, beating about 100,000 times.

Heart Anatomy Glossary
aorta - the biggest and longest artery (a blood vessel carrying blood away from the heart) in the body. It carries oxygen-rich blood from the left ventricle of the heart to the body.
inferior vena cava - a large vein (a blood vessel carrying blood to the heart) that carries oxygen-poor blood to the right atrium from the lower half of the body.
left atrium - the left upper chamber of the heart. It receives oxygen-rich blood from the lungs via the pulmonary vein.
left ventricle - the left lower chamber of the heart. It pumps the blood through the aortic valve into the aorta.
mitral valve - the valve between the left atrium and the left ventricle. It prevents the back-flow of blood from the ventricle to the atrium.
pulmonary artery - the blood vessel that carries oxygen-poor blood from the right ventricle of the heart to the lungs.
pulmonary valve - the flaps between the right ventricle and the pulmonary artery. When the ventricle contracts, the valve opens, causing blood to rush into the pulmonary artery. When the ventricle relaxes, the valves close, preventing the back-flow of blood from the pulmonary artery to the right atrium.
pulmonary vein - the blood vessel that carries oxygen-rich blood from the lungs to the left atrium of the heart.
right atrium - the right upper chamber of the heart. It receives oxygen-poor blood from the body through the inferior vena cava and the superior vena cava.
right ventricle - the right lower chamber of the heart. It pumps the blood into the pulmonary artery.
septum - the muscular wall that separates the left and right sides of the heart.
superior vena cava - a large vein that carries oxygen-poor blood to the right atrium from the upper parts of the body.

tricuspid valve - the flaps between the right atrium and the right ventricle. It is composed of three leaf-like parts and prevents the back-flow of blood from the ventricle to the atrium.
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Human Skeleton

The human skeleton consists of 206 bones. We are actually born with more bones (about 300), but many fuse together as a child grows up. These bones support your body and allow you to move. Bones contain a lot of calcium (an element found in milk, broccoli, and other foods). Bones manufacture blood cells and store important minerals.  The longest bone in our bodies is the femur (thigh bone). The smallest bone is the stirrup bone inside the ear. Each hand has 26 bones in it. Your nose and ears are not made of bone; they are made of cartilage, a flexible substance that is not as hard as bone.
Joints: Bones are connected to other bones at joints. There are many different types of joints, including: fixed joints (such as in the skull, which consists of many bones), hinged joints (such as in the fingers and toes), and ball-and-socket joints (such as the shoulders and hips).
Differences between males and females: Males and females have slightly different skeletons, including a different elbow angle. Males have slightly thicker and longer legs and arms; females have a wider pelvis and a larger space within the pelvis, through which babies travel when they are born.
The major bones:
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Definition of Wellness

on 26 Feb 2014

What is the definition of wellness? More than ever before, we hear this word in the news, on billboards, in conversation and even at work. Interestingly, there is no universally-accepted definition of wellness. There is, however, a set of common characteristics seen in most thoughtful attempts at a definition of wellness. We generally see a reference to a “state of well-being,” which is vague, to say the least. Also frequently seen is a “state of acceptance or satisfaction with our present condition.” The truth is wellness is a tough word to define. That said, we’ll leave it to Charles B. Corbin of Arizona State University who gives this definition of wellness: “Wellness is a multidimensional state of being describing the existence of positive health in an individual as exemplified by quality of life and a sense of well-being.” Wellness is an active process of becoming aware of and making choices toward a more successful existence. Process means that improvement is always possible Aware means that we are continuously seeking more information about how we can improve. Choices means that we consider a variety of options and select those in our best interest. Success is determined by each individual to be their collection of life accomplishments. Sumber :
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Wellness Wheel


Physical Wellness: a perception and expectation of physical health.
  • Exercising regularly
  • Eating properly
  • Getting regular physical check-ups
  • Avoiding the use of tobacco or illicit drugs


Spiritual Wellness: a positive perception of meaning and purpose in life.
  • Being open to different cultures and religions
  • Giving your time to volunteer or participate in community service activities
  • Spending time defining personal values and ethics and making decisions that complement them
  • Spending time alone in personal reflection
  • Participating in spiritual activities
  • Participating in activities that protect the environment
  • Caring about the welfare of others and acting out of that care


Social Wellness: a perception of having support available from family, friends, or co-workers in times of need and a perception of being a valued support provider.
  • Being comfortable with and liking yourself as a person
  • Interacting easily with people of different ages, backgrounds, races, lifestyles
  • Contributing time and energy to the community
  • Communicating your feelings
  • Developing friendships
  • Recognizing a need for “fun” time in your life
  • Budgeting and balancing your time to include both responsibilities and relaxation


Emotional Wellness: possession of a secure self-identity and a positive sense of self-regard; also the ability to cope with and/or improve unpleasant mood states.
  • Keeping a positive attitude
  • Being sensitive to your feelings and the feelings of others
  • Learning to cope with stress
  • Being realistic about your expectations and time
  • Taking responsibility for your own behavior
  • Dealing with your personal and financial issues realistically
  • Viewing challenges as opportunities rather than obstacles
  • Functioning independently but knowing when you need to ask for help


Intellectual Wellness: the perception of being internally energized by an optimal amount of intellectually stimulating activity.
  • Learning because you want to – not because you are told to. Doing the work assigned.
  • Learning through varied experiences – reading, writing, sharing and exploration
  • Observing what is around you
  • Listening
  • Finding applications for material learned in the classroom
  • Staying current with world affairs/news
  • Questioning
  • Exposing yourself to new experiences (e.g. arts, theater)


Environmental Wellness: the positive perception of the environment that one works and lives in.
  • Being aware of the natural environment you live in
  • Recognizing opportunities that lead you to new skills
    and acting on those opportunities
  • Working to ensure the stability and longevity of our
    natural resources


Occupational Wellness: your outlook on your work and career
  • Finding satisfaction and worth in your work
  • Ensuring your work environment and relationships are
  • Finding ways to improve at work
    through skill development and active learning
  • Ability to make choices that foster positive attitudes
    toward work and your co-workers will enhance your personal and
    professional satisfaction and promote lifelong learning
  • Requires knowing enough about yourself to choose a
    rewarding and fulfilling occupation consistent with your personal
    interests, values and beliefs
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Kesihatan persekitaran merujuk kepada semua faktor luaran personal yang merangkumi fizikal, kimia dan biologi di mana kesemua faktor tersebut saling berkaitan dan memberi kesan kepada tingkah laku manusia. Di samping itu, ia juga merangkumi penilaian dan pengawalan yang berterusan ke atas faktorfaktor alam sekitar yang berpotensi menjejaskan kesihatan. Kesihatan persekitaran juga memfokuskan kepada pencegahan penyakit serta mewujudkan persekitaran yang sihat (WHO, 2010). Definisi tersebut jelas menggambarkan kesihatan persekitaran yang merangkumi kebersihan dan keselamatan persekitaran di mana semua faktor diambil kira bagi memastikan kestabilan ekosistem. Kestabilan ekosistem hari ini menjamin kelestariannya pada masa hadapan untuk generasi akan datang. Oleh yang demikian, pemahaman dan kesedaran tentang kesihatan persekitaran adalah
penting agar setiap individu dapat menjalankan tanggungjawab bersama bagi memastikan persekitaran semula jadi ini bersih dan selamat untuk didiami.
Sumber : Modul HBHE 3203 OUM.
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Aspek kemahiran dalam pendidikan luar

on 24 Feb 2014

Antara aspek yang perlu difikirkan oleh perancang kurikulum pendidikan luar adalah:
(a) Aspek Kognitif
Pembangunan kognitif melibatkan pengumpulan pengetahuan dan keupayaan berfikir serta menginterpretasikan. Dengan kata lain, pembangunan kognitif melibatkan penjanaan pemikiran yang terdiri
daripada elemen penyelidikan, kreativiti, perkaitan, kebolehan, pengamatan dan pengukuhan. Pengetahuan dalam aktiviti pendidikan luar membolehkan pelaksanaan pendidikan luar dengan berkesan. Contohnya, sebelum mengikuti pendidikan luar, pelajar perlu mempelajari cara melaksanakan sesuatu aktiviti yang hendak dilakukan daripada segi teknik dan disiplin. Kefahaman dan penghayatan cara atau teknik pelaksanaan membawa kepada pelaksanaan yang lebih cekap dan berkesan. Pengetahuan tentang disiplin pendidikan luar juga penting bagimenjadikan aktiviti yang diceburi itu menarik, berfaedah dan bermakna. Program pendidikan luar yang baik bukan saja memberi kekuatan fizikal tetapi juga kekuatan kognitif. Dengan kata lain, pendidikan luar bukan sahaja memberi latihan fizikal tetapi juga unsur kemahiran berfikir seperti penyelesaian masalah, pemahaman, penilaian dan kreativiti.

(b) Aspek Kemahiran Psikomotor
Aspek kemahiran psikomotor memberi tumpuan kepada perihal kuantiti pergerakan yang mampu dipamerkan. Ini juga melibatkan beberapa prinsip asas seperti kekuatan, kelenturan, daya tahan kardiovaskular dan otot, ketangkasan, kepantasan dan kelajuan.

Antara aspek kemahiran psikomotor yang perlu difokuskan dalam
pendidikan luar ialah:
(i) Imej tubuh;
(ii) Kawalan objek;
(iii) Orientasi ruang (spatial);
(iv) Kemahiran lokomotor dan bukan lokomotor;
(v) Perkembangan kemahiran; dan
(vi) Kecergasan.
(c) Aspek Afektif
Matlamat utama yang diingini dalam hampir kesemua program pendidikan luar pada umumnya tertumpu kepada perkembangan individu dan kemahiran bersosial. Perkembangan individu melibatkan sikap, emosi, aspirasi dan nilai serta pembentukan sahsiah. Kemahiran bersosial pula melibatkan interaksi dan corak komunikasi dengan orang lain. Pendidikan luar memberi sumbangan terhadap perkembangan sikap dan konsep kendiri kerana hubungan yang akrab akan berlaku ketika menjalankan aktiviti pendidikan luar. Pendidikan luar menekankan nilai yang baik seperti menolong orang lain, mengiktiraf sumbangan, kepentingan menjaga kesihatan, penggunaan masa lapang dengan berguna, memiliki sikap positif terhadap kecergasan,menghormati orang lain dan pemimpin serta bekerjasama secara berkumpulan bagi menjayakan aktiviti fizikal. Aktiviti pendidikan luar akan membentuk emosi yang stabil. Contohnya, dengan aktiviti pendidikan luar, peserta akan membentuk persefahaman serta berperanan secara luaran dan dalaman diri. Pendidikan luar dapat membantu pembangunan sosial. Ia membantu individu menyesuaikan diri dengan keadaan dan ahli masyarakat. Melalui kepimpinan yang sempurna dan teratur, pendidikan luar berperanan sebagai jambatan utama untuk mencapai matlamat sosial. Penglibatan pelajar dalam aktiviti fizikal dapat memupuk integrasi antara kaum. Melalui aktiviti-aktiviti fizikal, adalah diharapkan negara dapat melahirkan rakyat yang sihat serta menggalakkan integrasi kaum dan mengelakkan perselisihan faham. Penyertaan pelajar dalam aktiviti fizikal membolehkan mereka berinteraksi dengan rakan sebaya dan mewujudkan peraduan sesama mereka

(d) Aspek Sosial
Dettmer (1997) mencadangkan satu domain khusus untuk hubungan dan tingkah laku sosial iaitu domain sosial. Domain ini terdiri daripada lapan peringkat objektif iaitu berhubung, berkomunikasi, melibatkan diri, berunding, bekerjasama, menghakimi, memula dan menukarkan. Dalam proses pembelajaran melalui pendidikan luar, manusia mempelajari tentang alam semula jadi dan menghormati serta menyesuaikan diri demi mendapat kebaikan dari aspek pembelajaran dan pengalaman. Pendidikan luar perlu berpaksikan ketuhanan(terdiri daripada kepercayaan, pegangan agama dan nilai sejagat), kemanusiaan (kemahiran, pengetahuan, nilai murni dan sahsiah) dan kenegaraan (mengenali negara, semangat cintakan negara). Dalam pendidikan luar, pembentukan individu merupakan perkara penting dan tidak boleh ditinggalkan. Individu yang terbentuk daripada pendidikan luar akan lebih mantap dari aspek mental, fizikal, emosi, kemahiran dan sosial. Pembentukan individu yang mantap merupakan asas kepada pembentukan masyarakat dan negara. Empat aspek yang perlu diserapkan dalam aktiviti pendidikan luar bagi membina konsep keseluruhan pendidikan luar ialah:
(a) Kekuatan, ketahanan, ketekalan mental, fizikal dan emosi;
(b) Membentuk kemahiran dalam bidang pendidikan luar;
(c) Penyampaian ilmu yang tersirat dan tersurat; dan
(d) Penyerapan nilai dan sahsiah.
Sumber : Modul HBPE3203 OUM
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Matlamat dan Objektif PBSS

on 18 Jan 2014

Matlamat PBSS adalah untuk melahirkan warga sekolah dan persekitaran yang sihat, selamat dan berkualiti ke arah merealisasikan wawasan negara. Objektif PBSS adalah seperti berikut:
(a) Menetapkan polisi atau dasar kesihatan sekolah;
(b) Memelihara dan menambahbaik persekitaran sekolah yang sihat, selamat dan ceria;
(c) Mewujudkan fenomena persekitaran sosial sekolah yang menjurus ke arah amalan cara hidup sihat;
(d) Mempertingkatkan ilmu pengetahuan, sikap serta amalan yang berkaitan dengan kesihatan agar setiap warga sekolah bertanggungjawab terhadap penjagaan kesihatan diri, keluarga dan masyarakat;
(e) Meningkatkan kerjasama dan penglibatan komuniti dalam setiap program kesihatan sekolah;
(f) Menilai taraf kesihatan murid;
(g) Memberi khidmat rawatan dan rujukan;
(h) Menggalakkan peranan bimbingan dan kaunseling berdasarkan keperluan dan masalah kesihatan murid;
(i) Memberi penjagaan dan rawatan kecemasan terhadap penyakit-penyakit di sekolah;
(j) Mengawal dan mencegah kejadian penyakit; dan
(k) Mengenal pasti, merujuk serta membantu penempatan kanak-kanak kurang upaya.
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Amalan Kebersihan Sekolah

on 17 Jan 2014

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(1) LOMPAT KIJANG (1) LTDL 2012 (1) Lari Berhalangan.olahraga (1) Lari jarak sederhana (1) Lee Chong Wei (1) Libya (1) MEDIUM/ OBJEK MEDITASI (1) MENGUMPAN (1) MEREJAM (1) MH370 (1) Majlis Sukan Negara (1) Malaysia Cergas (1) MalaysianGP (1) Mandi Junub (1) Masa reaksi (reaction time) (1) Memori Berkerja (1) Memori Sensori (1) Merancang Jantina Bayi (1) Merancap (Onani) (1) Metabolisme (1) Microorganism and virgin coconut oil (1) Mimpi ghairah (1) Model Memori Stor Berganda (1) Mubarak (1) Nasib Pelajar Kita (1) Norma UKJK (1) Nota Pertolongan Cemas (1) ORGAN REPRODUKTIF REMAJA LELAKI (1) Objektif Kurikulum Pendidikan Jasmani (1) PEKELILING PERKHIDMATAN BIL. 11 TAHUN 2011 (1) PEMINDAHAN MANGSA KEDALAM PENGUSUNG BUATAN (SELIMUT) (1) PENGERTIAN PENGUJIAN (1) PENGHARGAAN (1) PENILAIAN (1) PENYAKIT ENDOMETRIOSIS (1) PERANAN DAN TANGGUNGJAWAB MSN (1) PERANCANGAN KEJOHANAN (1) PERATURAN UNDANG-UNDANG 10 000 Meter (1) PERIFERAL DAN AUTONOMIK (1) PERNAFASAN (1) PERUBAHAN SOSIAL (1) PIALA SULTAN AZLAN (1) Paris Hilton Converts to Islam (1) Patella Tapping of sports injury (1) Paul (1) Pedidikan Jasmani (1) Pekeliling Iktisas (1) Penderaan Seksual (1) Pendidikan Jasmani dan Sains SukanTeknik bernafas betul (1) Pengertian Remaja (1) Pengurusan Panitia Sekolah (1) Pengurusan Stor Pendidikan Jasmani (1) Pengurusan Sukan (1) Pergerakan (1) Pergerakan Sendi.satah pergerakan (1) Permainan Rounders (1) Pistorius (1) Prevention and Treatment Of Sports Injury (1) Prinsip Pengurusan Pendidikan Jasmani (1) Prinsip Pengurusan Sukan (1) Program Bersepadu Sekolah Sihat (PBSS) (1) Proses Reproduktif Manusia (1) REHAT (1) Rawatan Kecederaan Ringan. (1) Rawatan Untuk Kecederaan Tidak Dijangka (1) Robert VITTEK (1) Rokok Eletronik? (1) SEJARAH (1) SEJARAH PENDIDIKAN JASMANI (1) SEJARAH PERMAINAN BOLA JARING (1) SEJARAH PERMAINAN TENIS (1) SENARAI HOTEL RESORT YANG MENDAPAT SIJIL HALAL (1) SISTEM ENDOKRIN (1) SOSIALISASI SUKAN (1) Satan On Duty (1) Sebab-sebab anaemia (1) Servis Bawah Tangan (1) Sifilis (1) Sinusitis (1) Soalan Peperiksaan (1) Solfball (1) Stevia (1) Sukan Prestasi Tinggi (1) Sukan untuk Semua (Sukan Massa) (1) Susilo Bambang Yudhoyono (1) Susu (1) Susu Formula (1) TEKNIK PEMINDAHAN MANGSA (1) TV UP NETWORK (1) TV di blog (1) Teamwork Revolution Power System (1) carbohydrate loading (1) journal (1) kenaikan pangkat (1) letourde langkawi (1) pelan pembangunan pendidikan malaysia 2013-2025 (1) peperiksaan (1) quadrant jump (1) suzuki cup (1) ukuran Gelanggang (1)

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