Paragliding Instruction

NATIONAL PARAGLIDING INSTRUCTORSHIP CERTIFICATION LEVEL 1
NATIONAL PARAGLIDING INSTRUCTORSHIP

CERTIFICATION
LEVEL 1
ISSUE NO: Issue 1

ISSUE DATE: 01 February 2019
REVISION NO: Revision 0
REVISION DATE: None
© Copyright KSUN9 2019. All rights reserved. A-1

Ó Copyright KSUN9 2019. All rights reserved.
All rights reserved. No part of this publication may be reproduced or transmitted in any form, or
by any means stored in a retrieval system of any system of any nature without prior written
permission, except for permitted fair dealing under the Copyright Act 1987, or in accordance
with terms of a license issued by Kelab Sukan N9 (KSUN9) in respect of photocopying and/ or
reprographic reproduction. Application for permission for other use or copyright material
including permission to reproduce extracts in other published works shall be made to KSUN9.
A-2 © Copyright KSUN9 2019. All rights reserved.

PREPARED BY : …………………………………………………………
Captain Nasaruddin A.Bakar
President / Senior Instructor
KSUN9
APPROVED BY : …………………………………………………………
Captain Mohd Arif
President
Malaysia Sports Aviation Federation
ACCEPTED BY : …………………………………………………………
National Sports Council
Manual No
Issued To
01 Feb 2019 Endorsement and Approval B-1

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SAFETY, COMPLIANCE, SECURITY, HEALTH AND SPORT POLICY STATEMENT
KSUN9 is committed to provide a very high level of Operational Safety, Compliance, Security,
Health and due care for the Environment.
All operational and sports decision shall be made with the utmost regards to “Safety First” policy.
Decision shall be in compliance with applicable laws, regulations, sporting spirit, industry best
practice and adherence to organization standards and requirements at all time.
KSUN9 aims to remove or reduce the risks to safety, health and welfare of all members, athletes,
visitors and anyone else who may be affected by our sports operations.
KSUN9 key objectives:
1. Provide and maintain an effective Safety and Sports Management System with the
objective of achieving a high level of safe and secure system.
2. Continuously improve and develop the Safety, Compliance Security, Health and Sports
Management System through management review and analysis in compliance with the
organization’s Standard and Regulatory Requirements.
3. Manage and mitigate risks within all aspects of sports operations to as low as reasonably
practicable.
4. Apply key principle in enforcement through just culture
5. Non punitive on reports of safety concern through open reporting system.
6. Provide sufficient resources, safety information and appropriate training to all members.
7. Conduct review on Safety, Compliance, Security, Health and Sports Management

System to ensure corrective and preventive measures are taken in a timely manner.
8. Ensure all members exercise the activities with care of Safety, Compliance, Security,
Health and Sporting Spirit to all athletes, colleagues and public.
Captain Nasaruddin A. Bakar

President
KSUN9
01 January 2018

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TABLE OF CONTENTS
A MANUAL TITLE
B ENDORSEMENT AND APPROVAL
C SAFETY, COMPLIANCE, SECURITY, HEALTH, AND SPORT POLICY
D TABLE OF CONTENTS
0 ADMINISTRATION AND CONTROL
1 SAFETY RISK MANAGEMENT
2 PHILOSOPHY OF SPORTS
3 SPORTS IN MALAYSIA
4 PHYSIOLOGY & SPORTS ANATOMY
5 TRAINER COMPETENCY
6 PSYCHOMOTOR
7 PHILOSOPHY OF PARAGLIDING
8 PRINCIPLE OF FLIGHT
9 METEOROLOGY
10 RULES & REGULATION
11 MSAF GUIDELINE TO TRAINING & TEST
APPENDIX A ACRONYMS AND ABBREVIATIONS

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01 Feb 2019 Table Of Contents D-1

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CHAPTER 0
ADMINISTRATION AND CONTROL
01 Feb 2019 Administration and Control 0-A

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0-B Administration and Control 01 Feb 2019

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0 ADMINISTRATION AND CONTROL .......................................................................... 0-1

0.1 MANAGEMENT OF MANUAL ............................................................................ 0-1
0.1.1 Purpose and Objective ................................................................................ 0-1
0.1.2 Applicability and Conditions of Use .............................................................. 0-2
0.2 CONTROL OF MANUAL .................................................................................... 0-3
0.2.1 Record of Revision ...................................................................................... 0-3
0.2.2 Record of Temporary Revision..................................................................... 0-4
0.2.3 Revision Highlights ...................................................................................... 0-5
0.2.4 List of Effective Pages ................................................................................. 0-6
0.2.5 Dissemination and Transmission ................................................................. 0-9
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0-ii Administration and Control 01 Feb 2019

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0 ADMINISTRATION AND CONTROL
0.1 MANAGEMENT OF MANUAL

0.1.1 Purpose and Objective
0.1.1.1 This MSAF National Paragliding Instructorship Certification Level 1 Manual (hereinafter referred
to as MSAF NPIC L1) provides comprehensive sporting policies, procedures, general
administration and guidelines in matters affecting safety, compliance, security, health and sports
as they are relevant to MSAF, within the scope and application herein defined in Chapter 0.
0.1.1.2 This manual serves as MSAF National Paragliding Instructorship Certification Level 1 Manual
that is acceptable to National Sports Institute (NSI).
0.1.1.3 This MSAF NPIC L1 referenced to the framework as per NSI Act 2011 Law 729. MSAF has
established the requirements of the MSAF NPIC L1 to ensure positive control and continuous
improvement for safe and secure operations. This manual shall be used by MSAF and all its
members as the means for communicating the approach to manage sports safety management
throughout the organization.
0.1.1.4 Domain, support department and subsidiary Presidents, are expected to be thoroughly
conversant with the contents of this manual. This duty includes ensuring relevant information
from this manual is communicated to members and athletes (including relevant 3rd parties) to
ensure strict adherence to the policies and procedures at all levels of the organization.
0.1.1.5 It is the aim of this manual to take full account of the need to maintain National Sports Institute
operational safety and security risks at a level that is deemed “as low as reasonably practicable”
and to meet the NPIC L 1 goals and applicable regulatory requirements.
0.1.1.6 It should be noted that it is not the intention of this manual to contradict the regulatory
requirements in any way. Should there be any discrepancies the regulatory requirements shall
take precedence. It is required that all MSAF athletes and members personnel discharge their
duties in compliance with the laws, regulations and procedures of the relevant regulatory
requirements.
0.1.1.7 The manual is issued under the authority of the President MSAF and has been prepared in
accordance and in compliance with:
a. Applicable National Sports Institute Act 2011
b. Applicable regulations of the various National Aviation Authorities
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0.1.2 Applicability and Conditions of Use

0.1.2.1 This manual shall be effective from 7 February 2019 and is the property of Kelab Sukan N9
(herein after refer as “KSUN9”).
0.1.2.2 President of KSUN9 is the designated Document Author for this manual and MSAF President
as the Document Owner.
0.1.2.3 Reproduced or unidentified document shall automatically be deemed as UNCONTROLLED
COPY. This includes copy(ies) downloaded and/or printed from the Corporate Policy Website /
server or CD.
0.1.2.4 All members of MSAF is required to be familiar with the contents of this manual, at least as
these pertain to their duties, and, to adhere at all times to the policies, processes and procedures
laid down in this manual. Any deviations should be reported to the Document Author and the
reasons for such deviation shall be given.
0.1.2.5 All copy(ies) assigned to individual position(s), section(s) or station(s) is on loan basis. If, for
any reason, the position(s), section(s) or station(s) is abolished from MSAF, the respective
copy(ies) of the manual must be returned to President.
0.1.2.6 In the event of a change in title of the position(s) or section(s), the department concerned shall
promptly inform President.
0.1.2.7 ALL INFORMATION CONTAINED HEREIN IS RESTRICTED AND SHALL BE KEPT FOR
INTERNAL USE ONLY. None of this information shall be divulged to persons other than MSAF
athletes and members authorized by the nature of their duties to receive such information, or
individuals or organizations authorized by MSAF in accordance with existing policy regarding
release of organization information.
0.1.2.8 It is the responsibility of the holder of this manual to ensure that his/her copy is updated to the
latest amendments and is in good state of condition.
0.1.2.9 The holder shall notify the Document Author in writing for loss of manual and to obtain
replacement copy in the event of loss of hardcopy manual received.
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0.2 CONTROL OF MANUAL

0.2.1 Record of Revision
Issue/Revision No Issue/Revision Date Date Inserted Inserted by
Issue 1 / Rev 0 01 Feb 2019 01 Feb 2019 Pres KSUN9

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0.2.2 Record of Temporary Revision
TR No. Issue date Date Inserted Inserted by Location / Remark / Status
01
02
03
04
05
06
07
08
09
10

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0.2.3 Revision Highlights
No. Chapter/Item Description

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0.2.4 List of Effective Pages

Issue/Rev Issue/Rev
Page Issue # Rev # Page Issue # Rev #
Date Date
A-1 Issue 1 Rev 0 01 Feb 2019 Chapter 1
A-2 Issue 1 Rev 0 01 Feb 2019 1-i Issue 1 Rev 0 01 Feb 2019
B-1 Issue 1 Rev 0 01 Feb 2019 1-ii Issue 1 Rev 0 01 Feb 2019
B-2 Issue 1 Rev 0 01 Feb 2019 1-iii Issue 1 Rev 0 01 Feb 2019
C-1 Issue 1 Rev 0 01 Feb 2019 1-iv Issue 1 Rev 0 01 Feb 2019
C-2 Issue 1 Rev 0 01 Feb 2019 1-1 Issue 1 Rev 0 01 Feb 2019
Chapter 0 1-4 Issue 1 Rev 0 01 Feb 2019
0-i Issue 1 Rev 0 01 Feb 2019 1-5 Issue 1 Rev 0 01 Feb 2019
0-ii Issue 1 Rev 0 01 Feb 2019 1-6 Issue 1 Rev 0 01 Feb 2019
0-1 Issue 1 Rev 0 01 Feb 2019 1-7 Issue 1 Rev 0 01 Feb 2019
0-12 Issue 1 Rev 0 01 Feb 2019

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Issue/Rev Issue/Rev
Date Date
Chapter 2 2-27 Issue 1 Rev 0 01 Feb 2019
2-A Issue 1 Rev 0 01 Feb 2019 2-28 Issue 1 Rev 0 01 Feb 2019
2-B Issue 1 Rev 0 01 Feb 2019 2-29 Issue 1 Rev 0 01 Feb 2019
2-i Issue 1 Rev 0 01 Feb 2019 2-30 Issue 1 Rev 0 01 Feb 2019
2-ii Issue 1 Rev 0 01 Feb 2019 2-31 Issue 1 Rev 0 01 Feb 2019
2-20 Issue 1 Rev 0 01 Feb 2019
2-21 Issue 1 Rev 0 01 Feb 2019
2-22 Issue 1 Rev 0 01 Feb 2019
2-23 Issue 1 Rev 0 01 Feb 2019
2-24 Issue 1 Rev 0 01 Feb 2019
2-25 Issue 1 Rev 0 01 Feb 2019
2-26 Issue 1 Rev 0 01 Feb 2019

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Issue/Rev Issue/Rev
Date Date
3-A Issue 1 Rev 0 01 Feb 2019 6-2 Issue 1 Rev 0 01 Feb 2019
3-B Issue 1 Rev 0 01 Feb 2019
3-i Issue 1 Rev 0 01 Feb 2019 Appendix A
3-ii Issue 1 Rev 0 01 Feb 2019 AA-A Issue 1 Rev 0 01 Feb 2019
3-1 Issue 1 Rev 0 01 Feb 2019 AA-B Issue 1 Rev 0 01 Feb 2019
3-2 Issue 1 Rev 0 01 Feb 2019 AA-i Issue 1 Rev 0 01 Feb 2019
AA-ii Issue 1 Rev 0 01 Feb 2019
Chapter 4 AA-1 Issue 1 Rev 0 01 Feb 2019
4-A Issue 1 Rev 0 01 Feb 2019 AA-2 Issue 1 Rev 0 01 Feb 2019
4-B Issue 1 Rev 0 01 Feb 2019 AA-3 Issue 1 Rev 0 01 Feb 2019
4-i Issue 1 Rev 0 01 Feb 2019 AA-4 Issue 1 Rev 0 01 Feb 2019
4-ii Issue 1 Rev 0 01 Feb 2019 AA-5 Issue 1 Rev 0 01 Feb 2019
4-1 Issue 1 Rev 0 01 Feb 2019 AA-6 Issue 1 Rev 0 01 Feb 2019
4-2 Issue 1 Rev 0 01 Feb 2019 AA-7 Issue 1 Rev 0 01 Feb 2019
AA-8 Issue 1 Rev 0 01 Feb 2019
Chapter 5 AA-9 Issue 1 Rev 0 01 Feb 2019
5-A Issue 1 Rev 0 01 Feb 2019 AA-10 Issue 1 Rev 0 01 Feb 2019
5-B Issue 1 Rev 0 01 Feb 2019 AA-11 Issue 1 Rev 0 01 Feb 2019
5-i Issue 1 Rev 0 01 Feb 2019 AA-12 Issue 1 Rev 0 01 Feb 2019
5-ii Issue 1 Rev 0 01 Feb 2019
5-1 Issue 1 Rev 0 01 Feb 2019 Appendix B
5-2 Issue 1 Rev 0 01 Feb 2019 AB-A Issue 1 Rev 0 01 Feb 2019
AB-B Issue 1 Rev 0 01 Feb 2019
Chapter 6 AB-i Issue 1 Rev 0 01 Feb 2019
6-A Issue 1 Rev 0 01 Feb 2019 AB-ii Issue 1 Rev 0 01 Feb 2019
6-B Issue 1 Rev 0 01 Feb 2019 AB-1 Issue 1 Rev 0 01 Feb 2019
6-i Issue 1 Rev 0 01 Feb 2019 AB-2 Issue 1 Rev 0 01 Feb 2019
6-ii Issue 1 Rev 0 01 Feb 2019
6-1 Issue 1 Rev 0 01 Feb 2019

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0.2.5 Dissemination and Transmission

0.2.5.1 As part of our efforts toward conservation, electronic dissemination and transmission should be
the preferred mode.
0.2.5.2 The dissemination and transmission of this manual shall be communicated by the President to
all MSAF members.
0.2.5.3 An electronic version of this manual shall be made available to all MSAF members.
0.2.5.4 Distribution list are as follows:
0.2.5.5 Recipient: Manual Reference No.
a. President KSUN9: 001
b. Malaysia Sports Aviation Federation (MSAF): 002
c. MSAF Master Document Library (Master Copy): 003
d. All KSUN9 members: 004
e. All MSAF members – Electronic copy.
0.2.5.6 Any additional request of controlled hard copies of this manual shall be made in writing to the
President KSUN9
0.2.5.7 All members of MSAF members shall have access to an electronic copy of the manual.

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CHAPTER 2
SAFETY RISK MANAGEMENT
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2-B Safety Risk Management 01 Feb 2019

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2 SAFETY RISK MANAGEMENT ............................................................................................ 2-1

2.1 OPEN REPORTING POLICY ............................................................................................ 2-1
2.2 OCCURRENCE AND HAZARD REPORTING PROGRAMME ............................................ 2-1
2.2.1 Definitions as per ICAO Annex 13 ............................................................................. 2-1
2.2.2 Hazard Identification ................................................................................................. 2-2
2.2.3 MSAF Safety Reporting Forms .................................................................................. 2-3
2.2.4 Safety Report Submission ......................................................................................... 2-5
Safety Recommendations .............................................. Error! Bookmark not defined.
2.3 JUST CULTURE ............................................................................................................... 2-7
2.3.1 Just Culture Principle ..................................................... Error! Bookmark not defined.
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2 SAFETY RISK MANAGEMENT

This chapter outlines the KSUN9 Safety Sports Management System (SSMS) core approach
and associated KSUN9 safety and sport programme that generate a positive safety and security
management culture throughout the airline. Further, it explains KSUN9’s incident / accident
prevention programme that provides for the analysis of information and data associated with
aircraft operations, including the implementation of systematic processes for identifying and
analyzing hazards and potentially hazardous conditions and the production of relevant analytical
information and data for use by operations and maintenance managers in the prevention of
accidents and incidents.
MSAF shall co-ordinate with all domains and support clubs to guide and facilitate the
propagation of a sound safety and security culture.
2.1 OPEN REPORTING POLICY

All operational personnel are often in the best position to observe and identify hazards and
conditions that could lead to accidents or incidents. Experience has shown that personnel will
not provide information if there is apprehension or fear that such reporting will result in
disciplinary action.
All members are expected to play a proactive role in SSMS starting with identification and
reporting of safety concerns
2.2 OCCURRENCE AND HAZARD REPORTING PROGRAMME

2.2.1 Definitions as per ICAO Annex 13
An occurrence report will be defined as one of the followings:
2.2.1.1 Accident
An accident is an occurrence associated with the operation of an sports aviation object which
takes place between the times any person practice sports aviation with the intention of flight
until such time as all such activities have completed, in which:
a. a person is fatally or seriously injured as a result of being in sports aviation activity, or in
direct contact with any part of the activity, including parts which have become detached
from the sports equipment, or
b. the sports equipment sustains damage or structural failure which adversely affects the
structural strength, performance or flight characteristics of the sports aviation equipment,
and would normally require major repair or replacement of the affected component; or
c. the sports aviation equipment is missing or is completely inaccessible.
2.2.1.2 Incident
An incident is an occurrence, other than an accident, associated with the operation of a sport
aviation which affects or could affect the safety of operation.
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2.2.1.3 Serious Incident

A serious incident is an incident involving circumstances indicating that an accident nearly
occurred.
2.2.1.4 Hazard
A Hazard or threat is a condition or circumstance that can lead to a loss of life, personal injury,
damage to or loss of organization property or a sports aviation equipment, or cause significant
disruption to the sport. A hazard is a precursor to an incident or occurrence.
2.2.2 Hazard Identification
Hazard Identification is the first component of sports safety risk management process where
any threat or risk to the safe accomplishment of sportsl tasks or the environment in which the
organization operates are systematically identified through operational observations and
process analysis. Methods for identifying hazards:
a. Reactive.
This methodology involves analysis of past outcomes or events. Hazards are identified
through investigation of safety occurrences. Incidents and accidents are clear indicators
of system deficiencies and therefore can be used to determine the hazards that either
contributed to the event or are latent.
b. Proactive.
This methodology involves analysis of existing or real-time situations, which is the primary
job of the safety assurance function with its audits, evaluations, employee reporting, and
associated analysis and assessment processes. This involves actively seeking hazards in
the existing processes.
c. Predictive.
This methodology involves data gathering in order to identify possible negative future
outcomes or events, analysing system processes and the environment to identify potential
future hazards and initiating mitigating actions.
2.2.2.1 Among the sports aviaiton activities/faculties where safety risks are commonly prevalent include
the following:
a. Change management: Organisational change issues, such as change management,
fatigue, knowledge loss, the presence of strong visible leadership, and the prioritisation of
project activities
b. Strategic risks: Organization Management and impact of global events, economic and
political volatility, and internal strategic capabilities such as strategic robustness, sports
program planning effectiveness, and the direction of sports aviation and competitive
response strategies
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c. Commercial risks: Existing, new and emerging competitive forces, market share growth
and contraction, retention of corporate accounts, customer contracts, and commercial
governance; e-commerce capabilities
d. Operational risks: Engineering capabilities, on time performance, service delivery, and
health and safety
e. Financial risks: Financial management capability including accountability, cost control, and
the budget process, market volatility impacting on interest rates, foreign exchange, fuel
prices, and others
f. Technology risks: Sports Systems and architecture capabilities, IT governance processes,
IT security, and e-commerce risks
g. Workforce risks: Industrial disputes and union bargaining benefits
h. Organisational capability risks: Knowledge management, project management and
process capabilities, corporate contingency, and disaster management
i. Political and regulatory risks: Compliance breaches, including overseas political crises
2.2.2.2 In addition, a risk assessment should be conducted whenever unfavorable trend in safety
hazards are captured, specifically in relation to aircraft operations, such as:
a. An unfavourable safety occurrence reporting trend is identified;
b. An unfavourable quality audit trend is identified;
c. An unfavourable regulatory audit finding is identified; and
d. There are concerns raised by staff relating to a relevant operational safety issue through
hazard reports or other appropriate means
2.2.3 MSAF Safety Reporting Forms
MSAF has an established operational reporting system that is designed to encourage and
facilitate feedback from personnel throughout the organisation to report safety hazards, expose
safety deficiencies and raise safety and security concerns as part of the reactive and proactive
methods of data collection analysis to ensure existing or potential hazards to aircraft operations
are identified, analyzed and appropriate management action is taken.
The MSAF approved reporting formats include:
2.2.3.1 Electronic Hazard and Safety Report
All reports will be reported, by any members, into the MSAF Safety Information System via
watsapp MSAF.SAFETY. All members shall have access to the system to submit hazard and
safety report. For external sports enthusiast, reports shall be made to any members of MSAF
who will submit the report on their behalf.

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A report can be:

Identified: The indentity information can be used by the Presiden to answer the report or get
more information pertaining to the report.
Confidential: Presiden shall ensure the identity of the reporter will not be communicated to
anyone.
Anonymous: If desired, the report can be anonymous. No identity id required on the report.
2.2.3.2 Security Report (SR)
Completed by Security personnel, or any other members, to report a security incident relating
to theft, violence, fraud, access control, carriage or prohibited items or the breaching of other
security rules or regulations. Security report will be forwarded to MSAF secretariat for action.

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2.2.4 Safety Report Submission

Safety reports are to be completed and submitted to Presiden within 24 hours of an occurrence.
Relevant supporting documents are to be attached for further investigation.
In case of damage to an sports equipment or property, injury or fatality of a passenger, crew
member or ground crew, the person incharge at site should immediately contact MSAF thorigh
its watsapp MSAF.SAFETY medium and provide a verbal report. The watsapp secretariat
should arrange for the flight information and description of the occurrence to be sent to Presiden
immediately.
All completed safety reports and attachments are to be submitted via the electronic reporting
system. Presiden or any members may submit report an anyone’s behalf.
Below are the criteria for each report:
2.2.4.1 Safety Report
All completed Safety Reports are to be submitted via MSAF.SAFETY watsapp.
2.2.4.2 Security Report (SR)
Security Report should be completed and submitted to the Secretariat and Administration within
24 hours of any security occurrence. Copies of supporting documentation or photographs
should be attached.
2.2.4.3 Safety Report Review
The Safety Report Review will be done monthly. Secretariat will assess all safety reports
received and confirm the following: .
a. Risk assessment ratings;
b. Occurrence classifications;
c. Mandatory Occurrence Report (MOR) including the category;
d. Responsible department for investigation or assessment;
e. Investigation level.
The purpose of this review is to ensure a consistent methodology for the safety report process
within the system.
Based on the revised data, President or Secretariat team will initiate the reports assignment for
investigation or assessment to responsible departments through Safety Anchorpersons (SAP),
which is the Person In Charge. SAP in each organization will be responsible for ensuring that
investigation and assessment assignments are processed within the designated timeframes.
2.2.4.4 Report Acknowledgement
On receiving a Safety Report via the designated safety watsapp address, an auto
acknowledgement is sent. Once data entry is deemed as complete and accurate, the team will

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send an “Acknowledgement Report” to the person/s who raised the report to confirm that the
report has been received with occurrence number for future reference.
MSAF Insurance
If a safety report relates to a matter that has the potential to become an insurance claim (e.g.
passenger injury or death, injury to vendors, aircraft damage), the report must be submitted to
relevant parties.Scope and Applicability
Safety encompasses in-depth analysis of safety risks related to sports aviation operation both
on ground and inflight. This includes monitoring and assessing all functions provided by
individual members within MSAF to identify existing and potential hazards related to safety and
security of the sports aviation.
Information and data from the Safety Analysis Program will be published periodically by
President communication medium; e.g.:
a. Circulars,
b. Email
Safety Analysis Program information and data may include but not limited to:
a. Investigation of operational accidents, incidents and irregularities;
b. Issues and audit findings raised by regulatory and/or investigative authorities;
c. Flight data trends;
d. Analysis of safety reports;
e. Operational safety statistics;
f. Flight safety database use or changes;
g. Quality audit program findings and trends.
Any significant hazard identified during the analysis will be communicated in an appropriate and
in timely manner to the respective members. President shall ensure timely and effective control
measures are in place to mitigate flight safety risk.
The processes related to SAPR will be reviewed on an annual basis by the Secretariat.

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2.3 JUST CULTURE

Any effective safety information system depends crucially on the willing participation of the
workforce, the front line workers who are in direct contact with hazard. In order for these
members to come forward and report errors or mistakes, an organizational climate conducive
to such reporting must exist – a Just Culture and a Non-Punitive Open-Reporting environment.
Just Culture as an atmosphere of trust in which people are encouraged, even rewarded, for
providing essential safety-related information, but in which they are also clear about where the
line must be drawn between acceptable and unacceptable behavior. MSAF is given the
responsibility to introduce and foster the Just Culture within the operational areas.

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CHAPTER 02
PHILOSOPHY OF SPORTS
01 Feb 2019 Philosophy of Sport 02-A

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02-B Philosophy of Sports 01 Feb 2019

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2.1 Sport Concept…………………………………...……………….………………..............1

2.2 Competitive Sport Characteristic………………...……………………..………………….6
2.3 Individual & Country Involvement into Sport……………………………………………...6
2.4 Sport Science Concept……………………………………………………………………..7
2.5 What Is Instructorship……………………………………………………………………….8
2.6 Instructorship Concept………………………………………………………………………8
2.7 Instructorship Philosophy Development…………………………………………………..9
2.8 Character of A Successful Instructor…………………………………………………….10
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2.1 Sports Concept

Objective
1. To differentiate play, game and sport.
2. To identify competitive sport characteristic.
3. To know the reason of participation of individual and nation.
4. To clarify the importance of sport science knowledge and its control.
5. To understand the process and instructorship component.
Sport Concept
1. Play
Physical activity to involve a person or a group of participant. It applies to unconstrained

enthusiastic push. It is planned for no particular reason and can be ended whenever by the
members. They take an interest deliberately. Likewise, play uncertainly from administrative
perspectives, times and places.
Example: Long pole
2. Game
Activities that are organized with associations by time, space, and rules that portray the
standards of conduct of their members; the outcome is to figure out who won or killed (Singer
1988)
Example: Chess, Rugby
3. Sport
Every competitive action is regulated and include physical developments and aptitudes where
an individual's cooperation is driven by inward fulfilment or outer reward.
Example: Fishing, Dance
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Recreational
Sport Concept
Competitive/Elite
Figure 1
2.2 Competitive sports features:

1. Physical character (there is a strong movement / technique).
2. There are standard rules applies.
3. Competing based (with result).
4. Control by appointed body (institutionalized).
5. Requires training to master the skill / strategy.
2.3 INDIVIDUAL & COUNTRY INVOLVEMENT IN SPORT

Why does people involve in sport?
The change of socio-political society and the passing of time brings about the change of
concept and sports perception of “Majulah Sukan Untuk Negara”.
Individual Involvement in Sport
1. Health: One well-being and quality of life
2. Fitness: Involvement in physical activity and sport
3. Recreational: Filling leisure time, healthy and fun
4. Fun: Looking for a good satisfaction and healthy entertainment
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5. Culture: Behavioral patterns that is norms/accepted by society

6. Social : Interaction opportunities through general activities
7. Catharsis Theory: Express feelings and emotions
8. Excellence: Performance of best achievement
9. Material: Recognition of various forms (money, title)
10. Aesthetic: Enjoy the beauty of movement/performance
Country Involvement in Sport

1. Politic
- National unity and stability tools
2. People Health
- “Healthy People Lead to A Developed Country”
3. Education
- Development of education through sport
4. Recreational
- Encouraging healthy lifestyle habits
5. Economy
- Generating national income
6. International Affairs
- Strengthening global relationship through sport
How The Awareness About Sport Increased?
1. Lifestyle changes
2. Awareness campaign
3. Sports program
4. Women involvement
5. International relationship
6. Sponsorship increased

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2.4 SPORTS SCIENCE
Definition
A field that studies the application of scientific principles and techniques for the purpose of
repairing and improving human behavior in sport.
Sport Science Concept

Its development comes from the field of Physical Education related to skill / motor learning.
Efforts to improve the athlete's performance have brought great progress in the field of Sports
Science.
Includes science fields such as: Nutrition, Sports Medicine, Sports Psychology, Gymnastics
Physiology, Biomechanics, Training Methodology, Physiotherapy, Sports Technology and
Movement Analysis.
Add knowledge about human response against practice.
2.5 What is Instructorship?

1. Designated process to help an individual or group of athletes learn skills and
achieve their goals.
2. Instructor creates the right conditions to stimulate athlete's learning and motivation.
3. Sport Instructorship involves 4 aspects: Physical, Technical, Tactical and
Psychological.
4. Instructorship requires a variety of skills: planning, managing, training, evaluating,
communicating and decision making.
The Importance of Proper Coaching

1. Training based on the principles of training.
2. Sports science application.
3. Proper technical control.
4. Prevent and reduce injury incidents.
5. Planned training to peak at the right time.

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6. Avoid occurrences of negative effects such as early burnt out.

7. Maintain motivation for more challenging exercises.
Instructorship Style
As a coach, the choice of coaching style should be given attention to teaching skills and
strategy of the game. The pattern of training and competition program management as well as
the role of athletes in decision-making can also be determined.
Three styles that can be used to handle training sessions are:
Figure 2

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Training Process
1. Collecting Information:
From the form or pattern of competition, weather, place of competition, convenience, ranking of
competitors, regulations and others.
2. Information Analysis:
Analyse collected information and transform it into referral subject.
3. Training Program Planning:
Design a long-term action or training program that includes a season or a few. Knowledge of
periodization as well as planning based on the training phases is essential.
4. Implementing The Training Program:
Carry out training as planned in accordance with specific objectives
5. Rating
Evaluation is imperative as it very well may be utilized as a proportion of preparing results.
Through evaluation, instructor can identify the weakness and the benefits of preparing the
training program and evaluate whether it is necessary to have or no to in future.
2.6 INSTRUCTORSHIP PHILOSOPHY

Instructorship Philosophy is a belief about human and sports. In addition, philosophy allows an
individual to think critically and creatively to overcome any challenges and problems
encountered.
The Need For A Coaching Philosophy
“Without philosophy coaches and physical educators are ‘unguided missiles’ (E Ziegler
1980)
The philosophy is the foundation to base their thoughts on and understanding as well as
direction for them to perform their duty.
…varies from one coach to another but in all respects, coaches must be professionally ethical
and moral, with fundamental beliefs and values.
Coaches must understand the reasons for their involvement in coaching so that they could focus
all their expertise and effort to help the athletes achieve their goals
Coaches are not born with a neatly packaged and organised philosophy. Rather, a philosophy
is built from the ground up over years of experience (Holbrook and Barr ,1997)

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• STRENGTH
KNOW YOURSELF • WEAKNESS
• WHAT IS YOUR PURPOSE ON BECOMING AN INSTRUCTOR?
• PROBLEM
KNOWLEDGE ABOUT • BARRIERS
INSTRUCTORSHIP TASK •
•
SACRIFICE
SOCIAL VALUE
& RESPONSIBILITIES • RECOGNITION
• PERSONALITY
• CAPABILITY
KNOWING ATHLETE •
•
GOAL
COACHING STYLE THAT SUITS
Figure 3
2.7 CHARACTER OF A SUCCESSFUL INSTRUCTOR

1. Experienced and knowledgeable
2. Motivated and commited
3. Have visions and goals
4. Skilled in designing training program
5. Competent train
6. Have precise priorities
7. Flexible (adaptability to change)
8. Stable emotion
9. Tolerant
10. Treat athlete as their own family
11. Not repeating the same mistake
“Believing everybody is dangerous but believing nobody is more dangerous”
“If you judge people you have no time to love them”

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Our Greatest Glory Is Not in Never Falling, But in Rising Every Time We Fall – Goldsmith
“ Only a Coach who has got enough brain can be simple”
“ The coach or a player who doesn’t learn from defeat, will always be a beginner”

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CHAPTER 03
SPORTS IN MALAYSIA
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3.1 History of Sports in Malaysia………………………………….………………..............1

3.1.1 Local Sports………………………………………………………………………………….6
3.1.2 Sports During Colonial Era…………………………………………………………………7
3.1.3 Post Independence Sport…………………………………………………………………..8
3.2 Sport Structure in Malaysia…………………………………………………………….10
3.3 National Sports Policy…………………………………………………………………..12
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3.1 History of Sports in Malaysia

Objective
• To understand the history of sport in Malaysia
• To understand the rationale and objectives of National Sports Policy
• To understand the structure and sport management in Malaysia
• To understand the environment and culture of multiracial community in Malaysia
• To understand how sports can unite the nation
• To bring our nation to higher level of sports education and motivation
• To track record our achievement and improving by time
Figure 3.1
History of Sport in Malaysia
1825 – Football being introduced in Malacca

1892 – Hockey being introduced by the English army
1905 – Ipoh Athletic Association established
1912 – Malaya Bodybuilding Federation established
1920 – First Kejohanan Olahraga BMAAA
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1921 – Persatuan Lawn Tenis Malaya established

1925 – Persatuan Badminton Penang established
1928 – Persatuan Ragbi Malaya established
1930 – Persatuan Lumba Basikal Malaya established
1934 – BAM established
Figure 3.2
1937 – Persatuan Ping Pong Malaya established
1947 – Malaya Cricket Club (MCC) established
1948 – Weighlifting representative joining All-China in Olympic Games
1949 – Malaya Team won Thomas Cup (8-1 X Denmark)
1949 – Olympic Council of Malaysia established (OCM-1997)
Figure 3.3
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1954 – Persekutuan Hoki Malaya established

1956 – Pasukan Hoki Malaya join Olimpic Games in Melbourne
1958 – PTM joining Commonwealth Games for the first time in Cardiff, UK
1958 – Malaysia Basketball Association (MABA) established
1959 – First SEAP
1959 – Malaysia Volleyball Association (MAVA) established
1959 – FMSSM (MSSM) established
1960 – Sepak Takraw Malaya Association established
1961 – Judo Malaya Association established
1963 – Tae Kwando being introduced in Malaysia by Korean Ambassador
1964 – Youth & Sports Department is formed in Kem Kebajikan Malaysia
1964 – Malaysia Fencing Association established
Figure 3.3
1965 – Malaysia Tenpin Bowling Congress established

1966 – National Sports Award introduced and M Jegathesan became the first recipient
1971 – National Sports Council established

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Figure 3.4
1972 – Malaysian Football Team qualify to Olympic Games in Munich, Germany
1972 – Squash Racquets Association of Malaysia (SRAM) established
1974 – Malaysia World Taekwando (MWTF) established
1975 – Malaysia Hockey Team – 4th place at World Cup in Kuala Lumpur
1988 – National Sports Policy being introduced
1991 – Malaysia Sepak Takraw – Gold at Asean Games
1997 – National Coaches Award being introduced
1998 – Commonwealth Games in Malaysia
Figure 3.5

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2006 – Squash player, Nicol David become World Champion

2011 – Malaysia Sports Aviation Federation established
Figure 3.6

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POST
SPORTS INDEPENCE ERA
DURING SPORTS
COLONIAL
LOCAL ERA
SPORTS
Figure 3.7
3.1.1 LOCAL SPORTS
Local sport is related to culture and lifestyle of the local. It can be in the form of spontaneous.
For example kite, boat racing, sepak takraw and silat.
Purpose of this event is for entertainment, festive, spare time or sometimes to celebrate the
harvest season.

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Figure 3.8
Figure 3.9
3.1.2 SPORTS DURING COLONIAL ERA
The Western influence - British administration, the arrival of the army and the opening of
missionary school in the 19th century left a profound impact on the development of sports
activities in Malaysia. “Establishment of the colonial education had the most pervasive influence
on the development of sports in Malaya ” (Gullick,1991)
Sports brought by colonists are badminton, football, cricket, rugby, hockey, lawn bowls and
tennis.
• Basketball, Ping Pong and Volleyball are brought in by immigrants from China and
expanded in the Chinese vernacular learning system

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• These sports are popular leisure activities in the area of their lives and also be a key
feature of Chinese culture school
• Visits by the team from Hong Kong and China in the early 20th century is also the
factor of the development of sports
Figure 3.10
3.1.3 POST INDEPENDENCE SPORT
Sport Activity Development

• Establishment of sport associations
• Politician involvement
• Sport program in school syllabus
• Establishment of Malaysia Schools Sports Council (MSSM) 1959
• Additions and improvement of sports infrastructure
• Role of National Sports Council of Malaysia 1971
• Implementation National Sports Policy 1988
• National Sports Development 1997
• Committee of Sports Development Cabinet 2005

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Malaysian’s First Participation at International Level

Asian Games – 1954, Manila
Olympic Games – 1956 Melbourne, Australia
Commonwealth – 1958 Cardiff, UK
SEAP Games – 1959 Bangkok, Thailand
Figure 3.11

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3.2 Sport Structure in Malaysia
Figure 3.12
MINISTRY OF YOUTH & SPORTS

- Federal Level: Malaysia Sports Council & National Sports Institute
- State Level: Youth & Sports Department cooperates with State Sport Council
- District Level: Youth & Sports Office
MINISTRY OF EDUCATION
- Federal Level: Physical Education & Sports Departments, Malaysia Schools Sports Council
- State Level: National Education Department Sports Unit cooperates with State Schools Sports
Council
- District Level: District Education Office, School-based Assessment (abbreviated PBS)

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OLYMPIC COUNCIL OF MALAYSIA

- A non-government organization registered under Sports Commissioner (Sports Development
Act 1997)
- Affiliates to International Olympic Committee
- The national sports association is rowing under the MOM in the preparation of athletes and
officers for the championships such as the Olympic, Commonwealth, Asian and SEA Games
Figure 3.13

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3.3 NATIONAL SPORTS POLICY
3.3.1 Rationale
Sport as one of the nation’s development agenda. It deserves an appreciation, honor and
encouragement as per education, housing, economy and health developments.
3.3.2 Objective
- Forming a healthy, disciplined and united society
- Providing opportunities and facilities to fulfill basic needs, social, psychology and physiology
- Developing and enhancing sports knowledge and practice for the individual's social interests
and the public excitement
Excel to the highest level, with true sportsmanship, hoping to further enhance the image of the
country
3.3.3 Strategy
A. Sports for All
Target Group: Public
Objective: Healthy, vibrant lifestyle through sports and recreational activities. Creating a
sporting culture in the community.
Strategy:
- Ministry of Youth and Sports (abbreviated KBS) initiate programs and wide engagement with
Ministry of Education (abbreviated MOE), schools, NGOs
- Community Program: “Active Malaysia”, Sports Community, Car Free Day
Figure 3.14

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B. High Performance Sports
Target Group: Athletes with potential to achieve national and international success
Objective: Excellent achievements in international tournaments such as SEA Games, Asia,
Commonwealth, Olympics and World Cup
Strategy:
- Focused Programs for MSN & ISN - Core Sport, Elite, Succession and Development
- Sport and Talent Acquisition, Instructorship and Sport Science
- Incentives and allowances to athletes, instructors and sport associations
- Malaysia Schools Sports Council (abbreviated MSSM)’s role
Figure 3.15

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Figure 3.16
“Everyone is thinking of changing the world but nobody is thinking of changing himself” “Three
sentences for getting success: Know more than others/Work more than other/Expect less than
other”

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CHAPTER 4
PHYSIOLOGY & SPORT ANATOMY
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4.1 OBJETIVES & DEFINITION ...................................................................................... 1
4.1.1 Anatomy………………………………………...………………………………………………1
4.1.2 Physiology……………………………………………………………………………………...3
4.2. BODY STRUCTURE………………………………………………………………………….4
4.2.1 Chemical Level..……………………………………………………………………………….5
4.2.2 Cells…………………………………………………………………………………………….6
4.2.3 Tissue…………………………………………………………………………………….........7
4.2.3.1 Muscle Tissue ………………………………………………………………………….......8
4.2.3.2 Epithelial
Tissue……………………………………………………………………………9Error! Bookmark
not defined.
4.2.3.3 Nervous Tissue……………………………………………………………………………..9
4.2.3.4 Connective Tissue…………………………………………………………………………10
4.3 Organ...……………………………………………………………………………………..11
4.3.1 Brain…………………………………………………………………………………………11
4.3.2 Lung…………………………………………………………………………………………12
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4.1 Objective & Definition

At the end of the course, instructor shall identified, understand and enlightened:
• Body Structure
• Organ Systems
• Energy Metabolism
4.1.1 Anatomy
Figure 4.1
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Derived from the Greek ἀνατομή anatomē "dissection" (from ἀνατέμνω anatémnō "I cut up,
cut open" from ἀνά aná "up", and τέµνω témnō "I cut"), anatomy is the scientific study of the
structure of organisms including their systems, organs and tissues. It includes the appearance
and position of the various parts, the materials from which they are composed, their locations
and their relationships with other parts. Anatomy is quite distinct from physiology and
biochemistry, which deal respectively with the functions of those parts and the chemical
processes involved. For example, an anatomist is concerned with the shape, size, position,
structure, blood supply and innervation of an organ such as the liver; while a physiologist is
interested in the production of bile, the role of the liver in nutrition and the regulation of bodily
functions.
The discipline of anatomy can be subdivided into a number of branches including gross or
macroscopic anatomy and microscopic anatomy. Gross anatomy is the study of structures large
enough to be seen with the naked eye, and also includes superficial anatomy or surface
anatomy, the study by sight of the external body features. Microscopic anatomy is the study of
structures on a microscopic scale, along with histology (the study of tissues), and embryology
(the study of an organism in its immature condition).
Anatomy can be studied using both invasive and non-invasive methods with the goal of
obtaining information about the structure and organization of organs and systems. Methods
used include dissection, in which a body is opened and its organs studied, and endoscopy, in
which a video camera-equipped instrument is inserted through a small incision in the body wall
and used to explore the internal organs and other structures. Angiography using X-rays or
magnetic resonance angiography are methods to visualize blood vessels.
The term "anatomy" is commonly taken to refer to human anatomy. However, substantially the
same structures and tissues are found throughout the rest of the animal kingdom and the term
also includes the anatomy of other animals. The term zootomy is also sometimes used to
specifically refer to non-human animals. The structure and tissues of plants are of a dissimilar
nature and they are studied in plant anatomy.
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4.1.2 Physiology
Figure 4.2
The study of physiology is, in a sense, the study of life. It asks questions about the internal
workings of organisms and how they interact with the world around them.
Physiology tests how organs and systems within the body work, how they communicate, and
how they combine their efforts to make conditions favorable for survival.
Human physiology, specifically, is often separated into subcategories; these topics cover a vast
amount of information.
Researchers in the field can focus on anything from microscopic organelles in cell physiology
up to more wide-ranging topics, such as ecophysiology, which looks at whole organisms and
how they adapt to environments.
The most relevant arm of physiological research to Medical News Today is applied human
physiology; this field investigates biological systems at the level of the cell, organ, system,
anatomy, organism, and everywhere in between.

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4.2 Body Structure
Figure 4.3
The human body is the structure of a human being. It is composed of many different types of
cells that together create tissues and subsequently organ systems. They ensure homeostasis
and the viability of the human body.
It comprises a head, neck, trunk (which includes the thorax and abdomen), arms and hands,
legs and feet.
The study of the human body involves anatomy, physiology, histology and embryology. The
body varies anatomically in known ways. Physiology focuses on the systems and organs of the
human body and their functions. Many systems and mechanisms interact in order to maintain
homeostasis, with safe levels of substances such as sugar and oxygen in the blood.

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4.2.1 Chemical Level
Figure 4.4
The human body is composed of elements including hydrogen, oxygen, carbon, calcium and
phosphorus. These elements reside in trillions of cells and non-cellular components of the body.
The adult male body is about 60% water for a total water content of some 42 litres. This is made
up of about 19 litres of extracellular fluid including about 3.2 litres of blood plasma and about
8.4 litres of interstitial fluid, and about 23 litres of fluid inside cells. The content, acidity and
composition of the water inside and outside cells is carefully maintained. The main electrolytes
in body water outside cells are sodium and chloride, whereas within cells it is potassium and
other phosphates.

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4.2.2 Cells
Figure 4.5
The body contains trillions of cells, the fundamental unit of life. At maturity, there are roughly
30–37 trillion cells in the body, an estimate arrived at by totaling the cell numbers of all the
organs of the body and cell types. The body is also host to about the same number of non-
human cells as well as multicellular organisms which reside in the gastrointestinal tract and on
the skin. Not all parts of the body are made from cells. Cells sit in an extracellular matrix that
consists of proteins such as collagen, surrounded by extracellular fluids. Of the 70 kg weight of
an average human body, nearly 25 kg is non-human cells or non-cellular material such as bone
and connective tissue.
Cells in the body function because of DNA. DNA sits within the nucleus of a cell. Here, parts of
DNA are copied and sent to the body of the cell via RNA. The RNA is then used to create
proteins which form the basis for cells, their activity, and their products. Proteins dictate cell
function and gene expression, a cell is able to self-regulate by the amount of proteins produced.
However, not all cells have DNA – some cells such as mature red blood cells lose their nucleus
as they mature

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4.2.3 Tissues
Figure 4.6
The body consists of many different types of tissue, defined as cells that act with a specialised
function. The study of tissues is called histology and often occurs with a microscope. The body
consists of four main types of tissues – lining cells (epithelia), connective tissue, nervous tissue
and muscle tissue.
Cells that lie on surfaces exposed to the outside world or gastrointestinal tract (epithelia) or
internal cavities (endothelium) come in numerous shapes and forms – from single layers of flat
cells, to cells with small beating hair-like cilia in the lungs, to column-like cells that line the
stomach. Endothelial cells are cells that line internal cavities including blood vessels and glands.
Lining cells regulate what can and can't pass through them, protect internal structures, and
function as sensory surfaces.

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4.2.3.1 Muscle Tissue
Figure 4.7
Muscle cells form the active contractile tissue of the body known as muscle tissue or muscular
tissue. Muscle tissue functions to produce force and cause motion, either locomotion or
movement within internal organs. Muscle tissue is separated into three distinct categories:
visceral or smooth muscle, found in the inner linings of organs; skeletal muscle, typically
attached to bones, which generate gross movement; and cardiac muscle, found in the heart,
where it contracts to pump blood throughout an organism

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4.2.3.2 Epithelial Tissue
The epithelial tissues are formed by cells that cover the organ surfaces, such as the surface of
skin, the airways, the reproductive tract, and the inner lining of the digestive tract. The cells
comprising an epithelial layer are linked via semi-permeable, tight junctions; hence, this tissue
provides a barrier between the external environment and the organ it covers. In addition to this
protective function, epithelial tissue may also be specialized to function in secretion, excretion
and absorption. Epithelial tissue helps to protect organs from microorganisms, injury, and fluid
loss.
Functions of epithelial tissue:
• The cells of the body's surface form the outer layer of skin.
• Inside the body, epithelial cells form the lining of the mouth and alimentary canal
and protect these organs.
• Epithelial tissues help in absorption of water and nutrients.
• Epithelial tissues help in the elimination of waste.
• Epithelial tissues secrete enzymes and/or hormones in the form of glands.
• Some epithelial tissue perform secretory functions. They secrete a variety of
substances such as sweat, saliva (mucus), enzymes.
4.2.3.3 Nervous Tissue
Figure 4.8

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Nervous tissue is one of four major classes of tissues. It is specialized tissue found in the central
nervous system and the peripheral nervous system. It consists of neurons and supporting cells
called neuroglia.
The nervous system is responsible for the control of the body and the communication among
its parts.
4.2.3.4 Connective Tissue

Connective tissues are fibrous tissues. They are made up of cells separated by non-living
material, which is called an extracellular matrix. This matrix can be liquid or rigid. For example,
blood contains plasma as its matrix and bone's matrix is rigid. Connective tissue gives shape to
organs and holds them in place. Blood, bone, tendon, ligament, adipose, and areolar tissues
are examples of connective tissues. One method of classifying connective tissues is to divide
them into three types: fibrous connective tissue, skeletal connective tissue, and fluid connective
tissue.

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4.3 Organs
Figure 4.9
Organs are composed of main tissue, parenchyma, and "sporadic" tissues, stroma. The main
tissue is that which is unique for the specific organ, such as the myocardium, the main tissue of
the heart, while sporadic tissues include the nerves, blood vessels, and connective tissues. The
main tissues that make up an organ tend to have common embryologic origins, such as arising
from the same germ layer. Functionally-related organs often cooperate to form whole organ
systems. Organs exist in most multicellular organisms. In single-celled organisms such as
bacteria, the functional analogue of an organ is known as an organelle.
4.3.1 Brain
The brain is an organ that serves as the center of the nervous system in all vertebrate and most
invertebrate animals. The brain is located in the head, usually close to the sensory organs for
senses such as vision. The brain is the most complex organ in a vertebrate's body. In a human,
the cerebral cortex contains approximately 14–16 billion neurons, and the estimated number of
neurons in the cerebellum is 55–70 billion. Each neuron is connected by synapses to several
thousand other neurons. These neurons communicate with one another by means of long
protoplasmic fibers called axons, which carry trains of signal pulses called action potentials to
distant parts of the brain or body targeting specific recipient cells.

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Physiologically, the function of the brain is to exert centralized control over the other organs of
the body. The brain acts on the rest of the body both by generating patterns of muscle activity
and by driving the secretion of chemicals called hormones. This centralized control allows rapid
and coordinated responses to changes in the environment. Some basic types of responsiveness
such as reflexes can be mediated by the spinal cord or peripheral ganglia, but sophisticated
purposeful control of behavior based on complex sensory input requires the information
integrating capabilities of a centralized brain.
The operations of individual brain cells are now understood in considerable detail but the way
they cooperate in ensembles of millions is yet to be solved. Recent models in modern
neuroscience treat the brain as a biological computer, very different in mechanism from an
electronic computer, but similar in the sense that it acquires information from the surrounding
world, stores it, and processes it in a variety of ways.
4.3.2 Lungs
The lungs are the primary organs of the respiratory system in humans and many other animals
including a few fish and some snails. In mammals and most other vertebrates, two lungs are
located near the backbone on either side of the heart. Their function in the respiratory system
is to extract oxygen from the atmosphere and transfer it into the bloodstream, and to release
carbon dioxide from the bloodstream into the atmosphere, in a process of gas exchange.
Respiration is driven by different muscular systems in different species. Mammals, reptiles and
birds use their different muscles to support and foster breathing. In early tetrapods, air was
driven into the lungs by the pharyngeal muscles via buccal pumping, a mechanism still seen in
amphibians. In humans, the main muscle of respiration that drives breathing is the diaphragm.
The lungs also provide airflow that makes vocal sounds including human speech possible.
Humans have two lungs, a right lung and a left lung. They are situated within the thoracic cavity
of the chest. The right lung is bigger than the left, which shares space in the chest with the heart.
The lungs together weigh approximately 1.3 kilograms (2.9 lb), and the right is heavier. The
lungs are part of the lower respiratory tract that begins at the trachea and branches into the
bronchi and bronchioles, and which receive air breathed in via the conducting zone. The
conducting zone ends at the terminal bronchioles. These divide into the respiratory bronchioles
of the respiratory zone which divide into alveolar ducts that give rise to the microscopic alveoli,
where gas exchange takes place. Together, the lungs contain approximately 2,400 kilometres
(1,500 mi) of airways and 300 to 500 million alveoli. Each lung is enclosed within a pleural sac
which allows the inner and outer walls to slide over each other whilst breathing takes place,
without much friction. This sac also divides each lung into sections called lobes. The right lung
has three lobes and the left has two. The lobes are further divided into bronchopulmonary

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segments and lobules. The lungs have a unique blood supply, receiving deoxygenated blood
from the heart in the pulmonary circulation for the purposes of receiving oxygen and releasing
carbon dioxide, and a separate supply of oxygenated blood to the tissue of the lungs, in the
bronchial circulation.
The tissue of the lungs can be affected by a number of diseases, including pneumonia and lung
cancer. Chronic obstructive pulmonary disease includes chronic bronchitis and previously
termed emphysema, can be related to smoking or exposure to harmful substances such as coal
dust, asbestos fibres and crystalline silica dust. Diseases such as bronchitis can also affect the
respiratory tract.
In embryonic development, the lungs begin to develop as an outpouching of the foregut, a tube
which goes on to form the upper part of the digestive system. When the lungs are formed the
fetus is held in the fluid-filled amniotic sac and so they do not function to breathe. Blood is also
diverted from the lungs through the ductus arteriosus. At birth however, air begins to pass
through the lungs, and the diversionary duct closes, so that the lungs can begin to respire. The
lungs only fully develop in early childhood.
Figure 4.10

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4.3.3 Liver
The liver, an organ only found in vertebrates, detoxifies various metabolites, synthesizes
proteins, and produces biochemical necessary for digestion. In humans, it is located in the right
upper quadrant of the abdomen, below the diaphragm. Its other roles in metabolism include the
regulation of glycogen storage, decomposition of red blood cells and the production of
hormones.
The liver is an accessory digestive gland that produces bile, an alkaline compound which helps
the breakdown of fat. Bile aids in digestion via the emulsification of lipids. The gallbladder, a
small pouch that sits just under the liver, stores bile produced by the liver which is afterwards
moved to the small intestine to complete digestion. The liver's highly specialized tissue
consisting of mostly hepatocytes regulates a wide variety of high-volume biochemical reactions,
including the synthesis and breakdown of small and complex molecules, many of which are
necessary for normal vital functions. Estimates regarding the organ's total number of functions
vary, but textbooks generally cite it being around 500.
4.3.4 Bladder
The urinary bladder is a hollow muscular organ in humans and some other animals that collects
and stores urine from the kidneys before disposal by urination. In the human the bladder is a
hollow muscular, and distensible (or elastic) organ, which sits on the pelvic floor. Urine enters
the bladder via the ureters and exits via the urethra.
Urine, excreted by the kidneys, collects in the bladder before disposal by urination (micturition).
The urinary bladder usually holds 300-350 ml of urine. As urine accumulates, the rugae flatten
and the wall of the bladder thins as it stretches, allowing the bladder to store larger amounts of
urine without a significant rise in internal pressure.[19] Urination is controlled by the pontine
micturition center in the brainstem

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4.3.5 Kidney
Figure 4.11
The kidneys are two bean-shaped organs found in vertebrates. They are located on the left and
right in the retroperitoneal space, and in adult humans are about 11 centimeters (4.3 in) in
length. They receive blood from the paired renal arteries; blood exits into the paired renal veins.
Each kidney is attached to a ureter, a tube that carries excreted urine to the bladder.
The nephron is the structural and functional unit of the kidney. Each human adult kidney
contains around 1 million nephrons, while a mouse kidney contains only about 12,500 nephrons.
The kidney participates in the control of the volume of various body fluid compartments, fluid
osmolality, acid-base balance, various electrolyte concentrations, and removal of toxins.
Filtration occurs in the glomerulus: one-fifth of the blood volume that enters the kidneys is
filtered. Examples of substances reabsorbed are solute-free water, sodium, bicarbonate,
glucose, and amino acids. Examples of substances secreted are hydrogen, ammonium,
potassium and uric acid. The kidneys also carry out functions independent of the nephron. For
example, they convert a precursor of vitamin D to its active form, calcitriol; and synthesize the
hormones erythropoietin and renin.
In adult males, the kidney weighs between 125 and 170 grams. In females the weight of the
kidney is between 115 and 155 grams

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4.3.6 Heart
The heart is a muscular organ in most animals, which pumps blood through the blood vessels
of the circulatory system. Blood provides the body with oxygen and nutrients, as well as
assisting in the removal of metabolic wastes. In humans, the heart is located between the lungs,
in the middle compartment of the chest.
In humans, other mammals, and birds, the heart is divided into four chambers: upper left and
right atria and lower left and right ventricles. Commonly the right atrium and ventricle are
referred together as the right heart and their left counterparts as the left heart. Fish, in contrast,
have two chambers, an atrium and a ventricle, while reptiles have three chambers. In a healthy
heart blood flows one way through the heart due to heart valves, which prevent backflow. The
heart is enclosed in a protective sac, the pericardium, which also contains a small amount of
fluid. The wall of the heart is made up of three layers: epicardium, myocardium, and
endocardium.
The heart pumps blood with a rhythm determined by a group of pacemaking cells in the sinoatrial
node. These generate a current that causes contraction of the heart, traveling through the
atrioventricular node and along the conduction system of the heart. The heart receives blood
low in oxygen from the systemic circulation, which enters the right atrium from the superior and
inferior venae cavae and passes to the right ventricle. From here it is pumped into the pulmonary
circulation, through the lungs where it receives oxygen and gives off carbon dioxide.
Oxygenated blood then returns to the left atrium, passes through the left ventricle and is pumped
out through the aorta to the systemic circulation−where the oxygen is used and metabolized to
carbon dioxide. The heart beats at a resting rate close to 72 beats per minute. Exercise
temporarily increases the rate, but lowers resting heart rate in the long term, and is good for
heart health.
4.3.7 Stomach
The stomach is a muscular, hollow organ in the gastrointestinal tract of humans and many other
animals, including several invertebrates. The stomach has a dilated structure and functions as
a vital digestive organ. In the digestive system the stomach is involved in the second phase of
digestion, following mastication (chewing).
In the human digestive system, a bolus (a small rounded mass of chewed up food) enters the
stomach through the oesophagus via the lower oesophageal sphincter. The stomach releases
proteases (protein-digesting enzymes such as pepsin) and hydrochloric acid, which kills or
inhibits bacteria and provides the acidic pH of 2 for the proteases to work. Food is churned by

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the stomach through muscular contractions of the wall called peristalsis – reducing the volume
of the bolus, before looping around the fundus and the body of stomach as the boluses are
converted into chyme (partially digested food). Chyme slowly passes through the pyloric
sphincter and into the duodenum of the small intestine, where the extraction of nutrients begins.
Depending on the quantity and contents of the meal, the stomach will digest the food into chyme
within anywhere between forty minutes and a few hours. The average human stomach can
comfortably hold about a litre of food.
Gastric juice in the stomach also contains pepsinogen. Hydrochloric acid activates this inactive
form of enzyme into the active form, pepsin. Pepsin breaks down proteins into polypeptides.
4.4 Systems
The circulatory system consists of the heart and blood vessels (arteries, veins and capillaries).
The heart propels the circulation of the blood, which serves as a "transportation system" to
transfer oxygen, fuel, nutrients, waste products, immune cells and signalling molecules (i.e.,
hormones) from one part of the body to another. The blood consists of fluid that carries cells in
the circulation, including some that move from tissue to blood vessels and back, as well as the
spleen and bone marrow.
4.4.1 Integumentary
Figure 4.12

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The integumentary system comprises the skin and its appendages acting to protect the body
from various kinds of damage, such as loss of water or damages from outside. The
integumentary system includes hair, scales, feathers, hooves, and nails. It has a variety of
additional functions; it may serve to waterproof, and protect the deeper tissues, excrete wastes,
and regulate body temperature, and is the attachment site for sensory receptors to detect pain,
sensation, pressure, and temperature. In most land vertebrates with significant exposure to
sunlight, the integumentary system also provides for vitamin D synthesis.
The skin is the largest organ of the body. In humans, it accounts for about 12 to 15 percent of
total body weight and covers 1.5-2m2 of surface area.
The human skin (integument) is composed of at least two major layers of tissue: the epidermis
and dermis. The epidermis is the outermost layer, providing the initial barrier to the external
environment.It is separated from the dermis by the basement membrane. The epidermis
contains melanocytes and gives colour to the skin. The deepest layer of epidermis also contains
nerve endings. Beneath this, the dermis comprises two sections, the papillary and reticular
layers, and contains connective tissues, vessels, glands, follicles, hair roots, sensory nerve
endings, and muscular tissue. The deepest layer, the hypodermis, is primarily made up of
adipose tissue. Substantial collagen bundles anchor the dermis to the hypodermis in a way that
permits most areas of the skin to move freely over the deeper tissue layers.
4.4.2 Skeleton
The skeleton is the body part that forms the supporting structure of an organism. It can also be
seen as the bony frame work of the body which provides support, shape and protection to the
soft tissues and delicate organs in animals. There are several different skeletal types: the
exoskeleton, which is the stable outer shell of an organism, the endoskeleton, which forms the
support structure inside the body, the hydroskeletonis a flexible skeleton supported by fluid
pressure and the cytoskeleton is present in the cytoplasm of all cells, including bacteria, and
archaea.

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Figure 4.13
Functions:
• To support the body
• To protect organs
• To allows movement
• To store minerals and fats
• Blood cell formation

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4.4.3 Nerve
Figure 4.14
At the most basic level, the function of the nervous system is to send signals from one cell to
others, or from one part of the body to others. There are multiple ways that a cell can send
signals to other cells. One is by releasing chemicals called hormones into the internal circulation,
so that they can diffuse to distant sites. In contrast to this "broadcast" mode of signaling, the
nervous system provides "point-to-point" signals—neurons project their axons to specific target
areas and make synaptic connections with specific target cells. Thus, neural signaling is capable
of a much higher level of specificity than hormonal signaling. It is also much faster: the fastest
nerve signals travel at speeds that exceed 100 meters per second.
At a more integrative level, the primary function of the nervous system is to control the body. It
does this by extracting information from the environment using sensory receptors, sending
signals that encode this information into the central nervous system, processing the information
to determine an appropriate response, and sending output signals to muscles or glands to
activate the response. The evolution of a complex nervous system has made it possible for
various animal species to have advanced perception abilities such as vision, complex social
interactions, rapid coordination of organ systems, and integrated processing of concurrent
signals. In humans, the sophistication of the nervous system makes it possible to have
language, abstract representation of concepts, transmission of culture, and many other features
of human society that would not exist without the human brain.

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4.4.4 Endocrine
The endocrine system is a chemical messenger system consisting of hormones, the group of
glands of an organism that secrete those hormones directly into the circulatory system to
regulate the function of distant target organs, and the feedback loops which modulate hormone
release so that homeostasis is maintained. In humans, the major endocrine glands are the
thyroid gland and the adrenal glands. In vertebrates, the hypothalamus is the neural control
center for all endocrine systems. The study of the endocrine system and its disorders is known
as endocrinology. Endocrinology is a branch of internal medicine.
A hormone is any of a class of signaling molecules produced by glands in multicellular

organisms that are transported by the circulatory system to target distant organs to regulate
physiology and behaviour. Hormones have diverse chemical structures, mainly of 3 classes:
eicosanoids, steroids, and amino acid/protein derivatives (amines, peptides, and proteins). The
glands that secrete hormones comprise the endocrine system. The term hormone is sometimes
extended to include chemicals produced by cells that affect the same cell (autocrine or intracrine
signalling) or nearby cells (paracrine signalling).
Figure 4.15
Hormones are used to communicate between organs and tissues for physiological regulation
and behavioral activities, such as digestion, metabolism, respiration, tissue function, sensory
perception, sleep, excretion, lactation, stress, growth and development, movement,
reproduction, and mood

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4.4.5 Cardiovascular
Figure 4.16
The cardiovascular system or the vascular system, is an organ system that permits blood to
circulate and transport nutrients (such as amino acids and electrolytes), oxygen, carbon dioxide,
hormones, and blood cells to and from the cells in the body to provide nourishment and help in
fighting diseases, stabilize temperature and pH, and maintain homeostasis.
The circulatory system includes the lymphatic system, which circulates lymph. The passage of
lymph for example takes much longer than that of blood. Blood is a fluid consisting of plasma,
red blood cells, white blood cells, and platelets that is circulated by the heart through the
vertebrate vascular system, carrying oxygen and nutrients to and waste materials away from all
body tissues. Lymph is essentially recycled excess blood plasma after it has been filtered from
the interstitial fluid (between cells) and returned to the lymphatic system. The cardiovascular
(from Latin words meaning "heart" and "vessel") system comprises the blood, heart, and blood
vessels. The lymph, lymph nodes, and lymph vessels form the lymphatic system, which returns
filtered blood plasma from the interstitial fluid (between cells) as lymph.

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4.4.6 Lymphatic
The lymphatic system is part of the vascular system and an important part of the immune
system, comprising a large network of lymphatic vessels that carry a clear fluid called lymph
(from Latin, lympha meaning "water") directionally towards the heart. The lymphatic system was
first described in the seventeenth century independently by Olaus Rudbeck and Thomas
Bartholin. Unlike the circulatory system, the lymphatic system is not a closed system. The
human circulatory system processes an average of 20 litres of blood per day through capillary
filtration, which removes plasma while leaving the blood cells. Roughly 17 litres of the filtered
plasma is reabsorbed directly into the blood vessels, while the remaining three litres remain in
the interstitial fluid. One of the main functions of the lymph system is to provide an accessory
return route to the blood for the surplus three litres.
The other main function is that of defense in the immune system. Lymph is very similar to blood
plasma: it contains lymphocytes. It also contains waste products and cellular debris together
with bacteria and proteins. Associated organs composed of lymphoid tissue are the sites of
lymphocyte production. Lymphocytes are concentrated in the lymph nodes. The spleen and the
thymus are also lymphoid organs of the immune system. The tonsils are lymphoid organs that
are also associated with the digestive system. Lymphoid tissues contain lymphocytes, and also
contain other types of cells for support.[3] The system also includes all the structures dedicated
to the circulation and production of lymphocytes (the primary cellular component of lymph),
which also includes the bone marrow, and the lymphoid tissue associated with the digestive
system.
Figure 4.17

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The blood does not come into direct contact with the parenchymal cells and tissues in the body
(except in case of an injury causing rupture of one or more blood vessels), but constituents of
the blood first exit the microvascular exchange blood vessels to become interstitial fluid, which
comes into contact with the parenchymal cells of the body. Lymph is the fluid that is formed
when interstitial fluid enters the initial lymphatic vessels of the lymphatic system. The lymph is
then moved along the lymphatic vessel network by either intrinsic contractions of the lymphatic
passages or by extrinsic compression of the lymphatic vessels via external tissue forces (e.g.,
the contractions of skeletal muscles), or by lymph hearts in some animals. The organization of
lymph nodes and drainage follows the organization of the body into external and internal
regions; therefore, the lymphatic drainage of the head, limbs, and body cavity walls follows an
external route, and the lymphatic drainage of the thorax, abdomen, and pelvic cavities follows
an internal route. Eventually, the lymph vessels empty into the lymphatic ducts, which drain into
one of the two subclavian veins, near their junction with the internal jugular veins.
4.4.7 Respiratory
Figure 4.18
The respiratory system (also respiratory apparatus, ventilatory system) is a biological system
consisting of specific organs and structures used for gas exchange. These microscopic air sacs
have a very rich blood supply, thus bringing the air into close contact with the blood. These air
sacs communicate with the external environment via a system of airways, or hollow tubes, of
which the largest is the trachea, which branches in the middle of the chest into the two main
bronchi. These enter the lungs where they branch into progressively narrower secondary and

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tertiary bronchi that branch into numerous smaller tubes, the bronchioles. Air has to be pumped
from the environment into the alveoli or atria by the process of breathing which involves the
muscles of respiration.
4.4.8 Digestion
Figure 4.19
There are several organs and other components involved in the digestion of food. The organs
known as the accessory digestive glands are the liver, gall bladder and pancreas. Other
components include the mouth, salivary glands, tongue, teeth and epiglottis.
The largest structure of the digestive system is the gastrointestinal tract (GI tract). This starts at
the mouth and ends at the anus, covering a distance of about 9 metres.
The largest part of the GI tract is the colon or large intestine. Water is absorbed here and the
remaining waste matter is stored prior to defecation.
Most of the digestion of food takes place in the small intestine.
A major digestive organ is the stomach. Within its mucosa are millions of embedded gastric
glands. Their secretions are vital to the functioning of the organ.
There are many specialised cells of the GI tract. These include the various cells of the gastric
glands, taste cells, pancreatic duct cells, enterocytes and microfold cells.
Some parts of the digestive system are also part of the excretory system, including the large
intestine.

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4.4.9 Urinary
The urinary system, also known as the renal system or urinary tract, consists of the kidneys,
ureters, bladder, and the urethra. The purpose of the urinary system is to eliminate waste from
the body, regulate blood volume and blood pressure, control levels of electrolytes and
metabolites, and regulate blood pH. The urinary tract is the body's drainage system for the
eventual removal of urine. The kidneys have an extensive blood supply via the renal arteries
which leave the kidneys via the renal vein. Each kidney consists of functional units called
nephrons. Following filtration of blood and further processing, wastes (in the form of urine) exit
the kidney via the ureters, tubes made of smooth muscle fibres that propel urine towards the
urinary bladder, where it is stored and subsequently expelled from the body by urination
(voiding). The female and male urinary system are very similar, differing only in the length of
the urethra.
Figure 4.20
Urine is formed in the kidneys through a filtration of blood. The urine is then passed through the
ureters to the bladder, where it is stored. During urination, the urine is passed from the bladder
through the urethra to the outside of the body.
800–2,000 milliliters (mL) of urine are normally produced every day in a healthy human. This
amount varies according to fluid intake and kidney function.

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4.4.10 Reproductive
The human reproductive system usually involves internal fertilization by sexual intercourse.
Upon successful fertilization, the fertilized ovum, or zygote, travels out of the Fallopian tube and
into the uterus, where it implants in the uterine wall. This marks the beginning of gestation,
better known as pregnancy, which continues for around nine months as the foetus develops.
When the foetus has developed to a certain point, pregnancy is concluded with childbirth,
involving labor.
Figure 4.21
The female reproductive system has two functions: to produce egg cells, and to protect and
nourish the fetus until birth. The male reproductive system has one function: to produce and
deposit sperm

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CHAPTER 5
TRAINER COMPETENCY
01 Feb 2019 Trainer Competency 5-A

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5-B Trainer Competency 01 Feb 2019

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5.2 ROLE OF AN INSTRUCTOR ……………..………………………………………………..…2

5.2.1 Designing……………………………………………………………………………………..2
5.2.2 Managing……………………………………………………………………………………..2
5.2.3 Assessing…………………………………………………………………………………….3
5.3 COACHING SKILLS…………………………………………………………………………..4
5.3.1 Conceptual Skills…..…………………………………………………………………….........4
5.3.2 Technical Skills…..……………………………………………………………………….........5
5.3.3 Management Skills……………………………………………………………………….........5
5.3.4 Interpersonal Skills……………………………………………………………………….........6
5.4 BASIC COACHING SKILLS….……………………………………………………………8
5.4.1 Classification…………………………………………………………………………………8
5.4.2 Learning Level.………………………………………………………………………………8
5.4.3 Sports Coaching Skills……………………………………………………………………..10
5.5 STRUCTURE OF ONE TRAINING SESSION…………………………………………..14
5.6 TALENT IDENTIFICATION…......………………………………………………………..16
5.6.1 Objectives..…………………………………………………………………………………16
5.6.2
Medium/Dimension…………………………………………………………………………Error!
Bookmark not defined.6
5.6.3 Talent Identification Tests…………………………………………………………………16
01 Feb 2019 Trainer Competency 5-i

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5-ii Trainer Competency 01 Feb 2019

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5.1 OBJECTIVES & DEFINITION

At the end of the course, instructor shall identified, understand and enlightened:
• Explain the role of coaches
• Explain the skills of the trainer
• Understand the structure of training sessions and provide a sports training session plan
• Identify new dimensions, characteristics and exam for new talents
Figure 5.1
Sports instructors demonstrate and explain the skills and rules of particular sports, like golf or
tennis, to individuals or groups. They help beginners learn basic rules, stances, grips,
movements, and techniques of a game. Sports instructors often help experienced athletes to
sharpen their skills.
Coach work with a single, organized team or individual, teaching the skills associated with that
sport. A head coach, or manager, prepares her or his team for competition. During the
competition, he or she continues to give instruction from a vantage point near the court or
playing field.
01 Feb 2019 Trainer Competency 1

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5.2 ROLE OF AN INSTRUCTOR
5.2.1 Designing
General goals is to determining overall and specific goals. The goals are generally stated. It
will push and give direction to achieve the goal. For example the goal is to achieve the
optimum level of fitness for all athletes.
Special goals is a narrower and more pragmatic. It is clearly and severely stated. It leads to
visible, measurable and achievable behavior. For example the coach can allows 80% of
athletes to use the circuit at least three times a week, 30 minutes per exercise, including:
• Physical Preparedness
• Technical Preparedness
• Tactical Preparedness
• Psychological Preparedness
5.2.2 Managing
- A process in which two or more trainers strive with all sources and energy to achieve
targeted goals.
- It covers distributing and collecting list of tasks that need to be done with an explanation
on the relationship between individual carrying out duty.
Example: Task assignment requires specialization. Big number of athletes in a group might
lead to disturbance for the instructor and it is hard to pay full attention on each athlete. Thus, it
slows down the training progress.
- Planned based on the previous training plan. Assessment done in each training session.
- Things that need to be focus on:
• Safety
It should be stressed for the safety of all parties. Example: equipment safety
• Motivation
Modify the approach and diversify the method to become more interesting
• Learning Goals
Need to have the expertise and practicing it before deliver the knowledge to
athlete
2 Trainer Competency 01 Feb 2019

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• Organization
Form a management team
• Time
Time management according to the skills taught
5.2.3 Assessing
- Training should be arranged so that assessment can be carried out the effectiveness of
the skills taught.
- Need to give feedback on the treatment that athletes show.
• Observe athletes well
• Deliver feedback in the real act

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5.3 COACHING SKILLS
Coaching is a process that aims to improve performance and focuses on the ‘here and now’ rather
than on the distant past or future.
While there are many different models of coaching, here we are not considering the ‘coach as expert’
but, instead, the coach as a facilitator of learning.
There is a huge difference between teaching someone and helping them to learn. In coaching,
fundamentally, the coach is helping the individual to improve their own performance: in other words,
helping them to learn.
Good coaches believe that the individual always has the answer to their own problems but understand
that they may need help to find the answer.
5.3.1 Conceptual Skills
• Ability to see all parts of the training in a full picture

• Important skills to have when there are many subordinates in the group
• This include efficient & effective
- Efficient = do the right things, use the provisions correctly, using human resources
(players, coaches, staff etc.) correctly
- Effective = doing the right thing to achieve the goal / objective has been set

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5.3.2 Technical Skills
• Efficiency & understanding of a particularly specific activity involve methods, processes,

procedures and techniques
• Related to instructor’s field of skills; physical training, level of achievement assessment
• A strong foundation based on professional specialization, formal education, experience
and background
• Instructor should learn to acquire relevant knowledge through courses, seminars,
discussions & reading
• Example tasks: Budgeting & maintaining tools, designing & maintaining facilities, planning
& scheduling competition schedules, track athlete's mistakes, design a curriculum,
manage training, structured & supervise teaching, administering offices, conducting public
relations & assessments
5.3.3 Management Skills
Management skills can be defined as certain attributes or abilities that an executive should possess
in order to fulfill specific tasks in an organization. They include the capacity to perform executive
duties in an organization while avoiding crisis situations and promptly solving problems when they
occur. Management skills can be developed through learning and practical experience as a manager.
The skills help the manager to relate with their fellow co-workers and know how to deal well with their
subordinates, which allows for the easy flow of activities in the organization.

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In sport, it needs an instructor to know how to plan, manage, lead and control the team.
Planning:
• Training time needed

• Training schedule, pre competition and competition
• Participants number
• Set the training space, pre competition space, athlete’s equipment
5.3.4 Interpersonal Skills
Interpersonal skills are the skills we use every day when we communicate and interact with other
people, both individually and in groups.
People with strong interpersonal skills are often more successful in both their professional and
personal lives.
Interpersonal skills include a wide variety of skills, though many are centered on communication, such
as listening, questioning and understanding body language. They also include the skills and attributes
associated with emotional intelligence, or being able to understand and manage your own and others’
emotions.
People with good interpersonal skills tend to be able to work well in a team or group, and with other
people more generally. They are able to communicate effectively with others, whether family, friends,
colleagues, customers or clients. Interpersonal skills are therefore vital in all areas of life at work, in
education and socially.

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An instructor need to deal, interact and understand other people’s emotion to make them
understand what you need.

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5.4 BASIC COACHING SKILLS
5.4.1 Classification
All sport is being categorized into two which is controlled skilled and unreliable skills.
i. Controlled Skills
- Train under a fixed environment. The result is predictable based on track record.
ii. Unreliable Skills
- Train under a changing environment, not fix. The result is hardly to predict.
5.4.2 Learning Level
Learning level descriptors are statements that provide a broad indication of learning appropriate to
attainment at a particular level, describing the characteristics and context of learning expected at that
level. They are designed to support the reviewing of specified learning outcomes and assessment
criteria in order to develop particular modules and units and to assign credits at the appropriate level.
In this context, level refers to the level at which the outcomes of learning are allocated through the
use of descriptors which constitute an integral component of qualifications frameworks internationally.
Learning level descriptors are an integral part of qualifications frameworks regionally, nationally, and
globally, but also consider how the level of learning is determined in other contexts, such as
longitudinal studies, international competence assessments and diagnostic reviews.

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Learning level descriptors vary across qualifications frameworks, and understanding the similarities
and differences is the first step in establishing world reference levels for learning.
Here in sport we divide into 3 level:
i. Cognitive Level (Beginner)
Cognitive thinking refers to the use of mental activities and skills to perform tasks such as
learning, reasoning, understanding, remembering and paying attention.
Features:
- Learning 1 thing at a time
- Have to provide introduction, demonstration & explanation before practice
- Unique achievement
- Duration depending on the athlete’s experience and task’s difficulties
ii. Associative Level (Intermediate)
Features:
- Experienced phase of an athlete
- Instructor’s motivation
- Behavior’s feedback
- Weakness detected
- After several repeated training, athlete will create a consistency

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iii. Autonomous
Autonomy means the ability to take control of one's own learning, independently or in
collaboration with others. An autonomous learner will take more responsibility for learning
and is likely to be more effective than a learner who is reliant on the teacher.
Features:
- Automatic move (muscle memory)
- Athlete understands his own achievement
- Athlete able to identified his own mistakes and correcting it automatically
- Keep the consistency, instructors motivation and positive feedback
- Ready to fight
5.4.3 Sports Coaching Skills
Sports coaching will involves 4 levels to make a session done efficiently.
5.4.3.1 Skills Introduction
A. Take care of athletes

i. Semi-circle formation. Athletes can sit or stand up for listening and sight
ii. Layered half-circle formation
iii. Alternate Formation
iv. Group formation

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B. Present introduction
• Provide mentally
• The introduction should be simple, accurate and easy to understand
• Introduce skills and why to learn
• Short time (3 minutes to be efficient)
• Points emphasizing age, maturity & athlete experience when choosing words
C. Provide explanation
• Relate new skills with what you have learned or with in-activity daily life is like
throwing a rock
• Use simple words such as 'top, bottom, front, top' for slimming service in volleyball
• Give an overview of how skills will be taught
5.4.3.2 Demonstration & Explanation

i. Use someone else's services
ii. Use video recording

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iii. Use printed images

iv. Conducting self-training so that it can master the skills & make it possible demonstration
Factors influencing demonstration success

a) Attention - make sure the athlete can see & hear it clearly
b) Memory & replay
• Ask the athlete to repeat the details of the techniques
• Pair up athletes, one will mentions the details & one performing skills
• Partner up, athlete teaches a each other
• Motivation - internal motivation, level of complexity of the assignment
When did the demonstration take place?

a) Before the exercise
- Actual practice after verbal description
- Practice from multiple angles
- Break the repetition if it needs a combination moves
b) During the training session

- The demonstration is repeated several times
- Demonstration in group-based
- Demonstration for beginner
- If it is necessary to use athlete's partner to teach

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5.4.3.3 Skills Training
• Various methods are required for athletes to practice

Height Degree of dependence Low
between tasks section
Overall Method Combination of both Division method
• Weightlifting methods: • waterfall
• Archery • swimming gestures • basketball
• Bicycling (stroke) (lay-up)
• Soccer (hitting ball) • golf swing • dance network
• Volleyball • volleyball (stash)
(blocking) • tennis (service)
• Basketball (chest
level delivery)
5.4.3.4 Feedback & Correction

• Besides training, feedback is important to ensure success in learning skills
• Instructors need to do an analysis & observe mistakes
• Approach on errors
• Focus on one problem at a time
• Praise the athlete's efforts & correct the mistakes
• Explain & correct the errors

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5.5 STRUCTURE OF 1 TRAINING SESSION
a. Introduction
- Coach will explain the objective, goal of training, skills, strategies and training activities
before the session start
b. Warm-up activity
- To provide physical, physiological and mental for an activity for heavier work to get the
optimal exercise and avoiding injury
- Muscle stretching is performed to reduce muscle tension, increase distance and
movement environment and avoid injury during training process
- Warm up body (to increase body temperature) for example jumping jacks
c. Skill or technical training

- Learning the teaching responsibilities is important
- Trainer should make a training program and assessment in three phases: training, match
and transition
- Types of Exercises.
i. Fixed Practice (Fixed Practice)
Drilling exercises involving repetition of training on overall skills in business to

strengthen the motor program. This type of exercise should be carried out with
controllable skills
ii. Accredited Training (Massed Practice)
A form of training on a regular basis persist like rallies in badminton where

players must repeat and apply drop shot skills. This can cause fatigue and it
leads to a level or achievement who passed in one game
iii. Exercise Change (Variable practice)
External control skills involving repetition of the skills varies according to the
current situation. For example, for skills scoring goals in soccer games, is
definitely the coach will provide different and various drill exercises starting
from the player's positioning strategy to which defenders are involved. This is
aims to create a schema that can be used anywhere where the game situation
is going on

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iv. Training Predictive (Distributed practice)
Requires time division and activity that have gap in between each training
session for example permission is given to rest and mental preparation. This
type of exercise is suitable for use in a condition difficult, dangerous, critical or
lethargy controls (fatigue) for young players and who have a level low
motivation
d. Games
- Provide opportunities for athletes to practice the skills they are been taught
- Simple, easy and involves all athletes.
- Contesting.
- Shows fun features
- Active ambience & many engagements
e. Fitness training
- Exercise of competency should be systematically organized and training exercises is
carried out in accordance with the principles of appropriate training with high discipline
level.
- The training program needs to be diversified to maintain the individual's interest in an
individual
f. Recovery activity
- To lower the body temperature where the blood circulation will returned back to a normal
level.
- To relax the tense muscles.
g. Assessment
• A process in determining how well the objectives of the training are achieved:
Ø Amali
Ø Questionnaire
Ø Observation
Ø Analysis video
• Give feedback about the performance of the show that the athlete shows Feedback
management guide
i. Observe athlete well
ii. Deliver feedback in real form

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5.6 TALENT IDENTIFICATION
5.6.1 Objectives
Talent Identification (TID) is a continuous process for identifying athletes who have talent at various
levels in the sport they are in, where they have been showed qualities as potential elite athletes.
• The goal of TID is to identify athletes who are really capable of early stage
• Identifying Sports Talent programs in the early stages can improve skills and achievement
of athletes in terms of skill and technique development. It can be started early in a
systematic and progressive manner to ensure maximum development among athletes.
5.6.2 Medium/Dimension
• Generic (a family background that has a sporting achievement high before)

• DNA (a test that is scientific and able to athlete's ability at the initial and risk is less)
5.6.3 Talent Identification Test
• Anthropometric exams: measurements involve body structure

• Sample anthropometric exams: Stand height, longevity, sitting height and weight
• Fitness test: 40m sprint test, 10m Relay Test 10m, 800m Run Test, Test Covered Reach,
Vertical Jump Test, Standalone Leap Test and Basketball Handball Test

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CHAPTER 6
PSYCHOMOTOR
01 Feb 2019 Psychomotor 6-A

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6-B Psychomotor 01 Feb 2019

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6.2 Motor Development………………………………………………………………………….2
6.3 Learning about Motor……………………………………………………………………….8
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6.1 OBJECTIVES & DEFINITION
OBJECTIVES
Participants are able to:
1. Elaborate the various branches of Psychomotor.

2. Identify Basic Movement Skills.
3. Identify Basic Motor Skills.
4. Classifying Skills in accordance to the skill classification.
5. Identify suitable practice for the type of the skills to be taught.
3 Main Branches of psychomotor in the study of Psychomotor.
MOTOR CONTROL
Understand the execution of process processes leading to skilled movements
MOTOR DEVELOPMENT
Study the impact of increasing age towards the ability of learning and controlling motor skills
MOTOR LEARNING
Modification of motor ability impacted from experience and suitable training program
6.1 Motor Control

Neural mechanisms and process by which movement are learned and control.
Control movement is achieved through the interaction of all types of motor which can be
produced by biological systems.
6.2 Motor Development

Focus on the changes in motor control mechanisms as a result of the following natural
processes:-
• Growth
• Development
• Maturity
• Aging
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6.2.1 Motor Development

It is the sequential and progressive modification in an infant’s ability to move around from
simple to complex movement.
Motor development changes can be seen basing upon a particular age group.
Significant age developments can be seen at the following age group;
• From birth to 2 years
• From 2 years to 7 years
• From 7 years to adulthood
• Adult to elderly
6.2.2 Physiology Changes
Motor development is accompanied by physiological changes that occurs at biological system

as follows;
• Central nervous system

• Receptor system
Development of central nervous system
• Brain Function and Maturity

• Increased Function and Maturity Reached
• Myelination Process and the Growth of Neuron Cells.
Increased Function Of Receptor Systems
• Visual system, kinesthetic and vestibular

• Myelination Process and the Growth of Neuron Cells.
• Kinesthetic and vestibular systems develop earlier than visual system.
6.2.3 Motor Skill Development Level
Principle I: Principles of Cephalo - Caudal

• This principle is based on the development of the head to toe.
Principle II: Proksimo Principles - Distal

• This principle is based on the development of the body axis outward.
6.2.4 Process which consist Phases & Levels
• Grow from simple to complex

• Sequenced and organized
• Building skills over skills
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• Requires mastery of basic skills before acquiring complex skills

• The rate of skill development varies from one individual to another
6.2.5 Motor Development Phases
Reflexive Movement Phase

in uterus up to 1 year
Rudimentary Movement Phase
newborn up to 2 years old
Fundamental Movement Phase
2 years up to 7 years old
Specialized Movement Phase
7 years up to 14 years old
6.2.6 The Hourglass
Development Concepts
• As a process
• As a product
Dynamic Aspects (Behaviour, Individu & Environment)
Reversed hourglass
• Genetic
• Lifestyle filters
• Lifelong learning opportunities

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Figure 1

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Figure 2
Stage of maturity and Motor Development

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Development of Posture Control

Basic Motor Skill
General motor activities that have a specific pattern
Is the foundation of sports skills and complex movements
Overhand Throw
Basic To
Throwing Sofbol
Javelin
Tennis
Figure 3

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Critical Basic Motor Skill

Catch
Kicking
Running
Vertical Jump
Overhand throw
Bouncing the Ball
Dodge
Punt
Forehand punch
Side by side
Figure 4

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Conclusion
In conclusion, the knowledge of process and results of motor development helps us in
describing on the how skill mastery takes place for activities development that is suitable to the
stage of development, can be planned accordingly.
6.3 Learning about Motor
Focus on changes that occur in motor control mechanisms as a result of practice:
• Acquisition of Skills
6.3.1 Motor Skill Acquisition
Ability to achieve the objective of a movement with a minimum effort.

Consistently successful in achieving objectives.
Every learning process of motor skills will go through certain levels to achieve it.
There are several models shown to illustrate the level of achievement of a motor
skill.
A model proposed by Fitts & Posner (1957) is an easy model to understand and
follow.

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CHAPTER 7
PHILOSOPHY OF PARAGLIDING
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7.1 HISTORY OF PARAGLIDING ................................................................................... 1

7.2 WHERE WAS PARAGLIDING INVENTED ............................................................. 1
7.3 WHEN AND WHERE DID PARAGLIDING ORIGINATES ........................................ 2
7.4 WHAT IS PARAGLIDING ............................................................................... 4
7.4.1. PARAGLIDING BASIC EQUIPMENT TO FLYING………………………………..4
7.4.2 How Paragliding Works .................................................................................. 6
7.4.3 Paragliding in Malaysia................................................................................... 7
7.5 Paragliding Sites in Malaysia .......................................................................... 8
7.5.1 Paragliding in Bukit Jugra……………………………………………………….9
7.5.2 Paragliding in Kuala Kubu Bharu……………………………………………..10
7.5.3 Paragliding in Gunung Jerai…………………………………………………..10
7.5.4 Paragliding in Bukit Bubus…………………………………………………….11
7.5.5 Paragliding in Pedas…………………………………………………………...12
7.5.6 Paragliding in Bukit Kokol……………………………………………………..13
7.5.7 Paragliding in Gunung Ledang……………………………………………….14
7.5.8 Paragliding in Ranau…………………………………………………………..15
7.5.9 Paragliding in Gunung Raya………………………………………………….16
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7.1 HISTORY OF PARAGLIDING

Paragliding grew out of parachuting. In the 1960s, the military needed to train parachutists how
to perform safe landings. Repeatedly going up and down in an airplane to drop the parachutists
was complicated and time-consuming. In order to fit more landing practice into a day, they would
attach the parachutists to a truck with a tow rope.
As the vehicle picked up speed, the parachutist would float higher and higher. Then the
parachutist would release the tow rope and descend back to earth. Many parachutists soon
became more interested in the floating part than the landing part. For fun, they would launch
themselves off steep hills and parachute to the ground below, experimenting with how they
could harness air currents to stay in the air longer. A new sport was born. The shape and design
of the parachutes morphed as paragliders tried different techniques to get better and longer
rides.
The solution came with the invention of the ram-air parachute. Also known as the para foil, it
changed everything. Developed by Domina Jalbert in 1964, the ram-air parachute altered the
shape of the chute from round to rectangular. The parachute -- called a wing or sail -- was
broken up into cells. As the sail caught the wind, air would "ram" into these cells, filling up or
inflating the sail. The shape allowed the wing to glide or float rather than immediately descend,
as a traditional parachute would.
In 1978, three friends in Mieussy, France used their modified parachutes to jump off a
mountainside and glide to the ground, the first time it had been done. This is considered the
beginning of modern paragliding.
Paragliding equipment has evolved, with more complicated suspension and steering systems.
Nevertheless, they're all based on Jalbert's original design. Extremely popular in Europe,
paragliding is still a micro-sport in the United States, with around 5,000 or so participants
However, it's climbing quickly in popularity.
7.2 WHERE WAS PARAGLIDING INVENTED

Opinions differ on who the first person was to ever paraglide. Many believe it was David Barish
in the early 1960s, who at the time was developing a space capsule recovery device called the
“Sail Wing” for NASA. He tested his work personally in 1965 on Hunter Mountain, New York,
terming the activity “slope soaring.” His invention piggybacked off the earlier work of Domina
Jalbert, an American who helped to advance aerofoil technology and subsequently patented
the Parafoil in 1963. The Parafoil, with its ram-air design incorporating a row of inflatable air
pockets into an aerofoil shape, would prove to be a precursor to the modern-day paraglider.
There is also video and photo documentation taken sometime in the late ’70s of a group of
skydivers flying their parachutes in eastern Montana, launching off small hills in the area.
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7.3 WHEN AND WHERE DID PARAGLIDING ORIGINATES

Meanwhile in the French Alps, climbers were utilizing similar technology. They found that after
reaching the summit, they could make their descent from the peak safer and more efficient by
using small ram-air canopies to help them “float” down the mountain. These parachutes weighed
only 8 pounds, flew at a speed of 20 mph, and dropped the rider 3 feet of height for every foot
traveled. By the mid-1980s, those interested in this mode of air travel started to focus on
maximizing the flight potential of rising air, which was found to be the secret in increasing the
duration of flights and thereby covering longer distances.
Many advances were made in product design in the ’80s, all of which helped to improve
parachute glide performance: increased wingspan, the introduction of nonporous fabric, and
modifying the shape and trim of the airfoil. A newly enhanced design meant changes in the flight
characteristics, and therefore new skills and techniques were needed to pilot the aircraft. The
most successful designs were produced in large numbers to meet the growing demands of
paragliding enthusiasts, whose numbers were increasing dramatically. By 1986, the sport was
well established in Europe
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An early paraglider,
circa 1975. Note the plain webbing harness, and the

similarity to ram air parachutes of the day.
The glide ratio of these gliders was below and up to 3 to

1. So for every 3 metres they travelled forwards, they
descend 1 metre. Due to the low glide ratio and lack of
harness protection, injuries were common.
During the 1980's, the distinctict eliptical shape of the

modern paraglider was starting to appear.
Glide ratios between 3:1 and 4:1 became normal
A modern paraglider has many lines each to an exact

length to support the shape of the wing as a highly
efficient airfoil.
Glide ratios between 8 and 9.5 to 1 are common with

modern paragliders.
Note the evolution of the harness incorporating padding

in case of hard landings.
A glimpe into the future of paragliding wings today. The

deathblade, aptly named super high performance
experimental paragliding wing.
Other evolutions include carbon rods within the cloth to

increase wing stiffness.
Figure 7.0

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7.4 WHAT IS PARAGLIDING

Paragliding is the recreational and competitive adventure sport of flying paragliders: lightweight,
free-flying, foot-launched glider aircraft with no rigid primary structure. The pilot sits in a harness
and launches the vehicle by foot, running off inclines, hills, or mountains. below a fabric wing.
Wing shape is maintained by the suspension lines, the pressure of air entering vents in the front
of the wing, and the aerodynamic forces of the air flowing over the outside.
Despite not using an engine, paraglider flights can last many hours and cover many hundreds
of kilometres, though flights of one to two hours and covering some tens of kilometres are more
the norm. By skillful exploitation of sources of lift, the pilot may gain height, often climbing to
altitudes of a few thousand metres.
Figure 7.1

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7.4.1 PARAGLIDING BASIC EQUIPMENT TO FLYING

7.4.1.1 Wing -The paraglider wing or canopy is usually what is in engineering as a "ram-air airfoil".
Such wings comprise two layers of fabric that are connected to internal supporting material in
such a way as to form a row of cells. By leaving most of the cells open only at the leading edge,
incoming air keeps the wing inflated, thus maintaining its shape. When inflated, the wing's cross-
section has the typical teardrop aerofoil shape. Modern paraglider wings are made of high-
performance non-porous materials such as ripstop polyester or nylon fabric.
Figure 7.2

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7.4.1.2 Paragliding Harness

The pilot is loosely and comfortably buckled into a harness, which offers support in both the
standing and sitting positions. Most harnesses have foam or airbag protectors underneath the
seat and behind the back to reduce the impact on failed launches or landings. Modern
harnesses are designed to be as comfortable as a lounge chair in the sitting or reclining position.
Many harnesses even have an adjustable "lumbar support". A reserve parachute is also typically
connected to a paragliding harness.
Figure 7.3
7.4.2 How Paragliding Works

In theory, paragliding is similar to hang gliding. But there are several important differences.
Paragliders have no frame, and the wing is an elliptical-shaped parachute that folds up to the
size of a backpack when it's not being used. These features make paragliders considerably
lighter and more convenient to transport. Paragliders also soar a bit more slowly which makes
it easier for people to learn to fly them. Paragliding pilots start on the ground with their
parachutes already deployed, and the wind takes them up into the sky.

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Figure 7.5
7.4.3 Paragliding in Malaysia
It was first recognized in Malaysia in the early 90's. Paragliding in Malaysia is under the full
range of Malaysian Air Sports Federation (MSAF). Paragliding is gaining popularity and there
are many sites that offer this sport as a hobby or even further this hobby into a sport by taking
up course and earn your license of course. Now paragliding is not just a hobby but it can be a
career. Our country has given birth to a number of international athletes who often participate
in world-class prestigious championships. Paragliding in Malaysia is also a tourist sport that
often uses sports fans from within and outside the country to come to try our paragliding site
Malaysia there are some paragliding sites that these sports fans have come to know. Among
the paragliding locations found in Malaysia are:
Paragliding in Malaysia has been around for many years now thanks to the close-knit
paragliders community that help to establish and boost this sky sports industry. Furthermore,
Malaysia is also blessed with plenty sites for memorable paragliding experiences. Without
further ado, below are our selected top 8 sites for paragliding in Malaysia. For any adrenaline
junky out there, paragliding is one of the ultimate bucket list activities that should never be
missed. Imagine soaring into the sky with spectacular views just beneath your feet and the rush
of the wind hitting your face. Both paragliding and tandem paragliding have been getting
increasingly popular among sports enthusiasts worldwide recently.

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7.5 Paragliding Sites in Malaysia

7.5.1 Paragliding in Bukit Jugra
Bukit Jugra is one of the most popular sites in for paragliding in Malaysia. It is located in Jugra,
which is about 30 minutes’ drive from Banting, Selangor. The wind here is exceptionally strong
and thus becomes a strategic site for paragliding activities. It offers a panoramic view of the
charming town of Jugra with its lush greenery, overlooking neighbouring Pulau Carey and
Sungai Langat. The elevation is around 400 feet for take-off and the landing site is
approximately 10 feet. Since the wind is strong, one can glide up to 600 feet above sea level
and stay up in the air for up to 30 minutes.
Elevation for take-off: 400 feet
Landing site: 10 feet
Highest height that may be achieved: 600 feet (above sea level)
Duration of flight: ~30 minutes
Figure 7.6

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7.5.2 Paragliding in Kuala Kubu Bharu

This is also another famous spot in Selangor for paragliders to show off their skills and also to
indulge the general public on tandem paragliding activities. Few paragliding competitions have
been held here in 2015 namely the Malaysia Accuracy Open, Paragliding Accuracy World Cup
and Malaysia Open Cross-Country. Thus, making Kuala Kubu Bharu one of the notable sites
for paragliding in Malaysia. The take-off point is at Bukit Batu Pahat, which is about 1400 feet
above sea level (approximately 426 metres). The journey up to the hill requires a 4WD and it
takes about 15 minutes to reach the top. The views from the top of the hill as you glide through
the sky is simply breath-taking with the dense green canopy enveloping the landforms beneath
you.
Landing site: N/A
Highest height that may be achieved: N/A
Figure 7.7

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7.5.3 Paragliding in Gunung Jerai

Gunung Jerai is the highest mountain in Kedah, Malaysia and offers the highest take off site for
paragliding in Peninsular Malaysia. It rises up to 1200 m above sea level and stands majestically
over the flat landscape of paddy fields in Kedah. The take-off elevation is roughly around 682
m and you can fly for up to 20 minutes. Once you’re up in the air, you’ll be rewarded by the
blissful views of the Yan’s paddy fields, the idyllic blue ocean, and the naked forest of Jerai.
Elevation for take-off: 682 m
Landing site: N/A
Figure 7.8

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7.5.4 Paragliding in Bukit Bubus

Previously known as the ‘Mini Bali’ of Malaysia, paragliding in Bukit Bubus is a must for the avid
paragliders and beach bums alike. It boasted a long stretch of the beautiful Dendong beach,
flanked by the dreamy blue sea across the horizon. The take-off elevation is about 100 feet and
one can soar up to 500 feet above the sea level for about 10 to 15 minutes. The paragliding site
is located in Kota Putera Paragliding Park, Besut Terengganu.
Landing site: N/A
Highest height that may be achieved: 500 feet
Duration of flight: ~10 to 15 minutes
Figure 7.9

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7.5.5 Paragliding in Pedas

This is a new paragliding spot in Peninsular Malaysia but is fast becoming a popular site due
to the vast surrounding greenery and calm neighbouring wood. It is located at Pedas
Paragliding Park, near Hijauan Heights development in Negeri Sembilan. The elevation for
take-off is around 800 feet, which is roughly around 240 metres. You may glide in the sky
between 15 to 20 minutes, or longer if the wind is particularly strong that day.
Landing site: N/A
Figure 7.10

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7.5.6 Paragliding in Bukit Kokol

Bukit Kokol is not just an ideal setting for paragliding, it is also a famous vacation spot for nature
lovers, thanks to its soothing and calm setting. This is another ‘must try’ paragliding site as it
offers an amazing experience of sunset paragliding. Located in Menggatal, it’s not far away from
Kota Kinabalu, only a mere 40 minutes’ drive away. Here you can take off at an elevation of 822
m so you’ll be greeted by the cool breeze brushing against your face. Take the chance to admire
the lush forest underneath your feet while you are up in the air. You can even spend the night
here at one of the local resorts available which will cater to all your needs with a touch of local
warmth and delights.
Landing site: N/A
Figure 7.11

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7.5.7 Paragliding in Gunung Ledang

Gunung Ledang is the highest peak in Johor, the southern state of Peninsular Malaysia. It is
famously known for the local Malay folklore which tells the story of a princess with magical
powers residing there, called Puteri Gunung Ledang. Standing tall at 1276 m above the sea
level, it is popular among amateur climbers. Also famous for paragliding site, you will take off at
an elevation of 1052 m and land at 70 m above sea level. The paragliding ride in Gunung Ledang
will take you on a sky expedition that explores the untouched nature and wonders along the
Johor-Melaka border.
Landing site: 70 m
Figure 7.12

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7.5.8 Paragliding in Ranau

The town of Ranau, Sabah is located approximately 108 km from Kota Kinabalu city and it is
famous for Poring Hot Springs and Rafflesia blooms. The take-off site for paragliding activity is
at the foothills of the majestic Mount Kinabalu. The cool refreshing breeze is inviting and the
tranquillity that this place offers makes it an even more ideal place for any form of activity. The
Ranau site take-off elevation is around 594 m and as soon as you soar into the sky, you will be
amazed at the vast, exotic terrains which are rich in hills and valleys, with multiple streams lining
the landscapes.
Landing site: N/A
Figure 7.13

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7.5.9 Paragliding in Gunung Raya

Gunung Raya in Langkawi has been one of the favourite paragliding spots in the recent years.
Consists of granite, it is home to hundreds of precious species of flora and fauna. The launch
area is rather small and tight thus, this is not really suitable for beginners. It also has a strict
airspace rule and flying must be done through local operator and airport tower shall be informed
of flight plan details in prior. Therefore, an official approval from the local operator is required
before flying can be done. Take-off elevation is around 900 m MSL while the launching site is
about 10 m MSL (mean sea level).
Landing site: N/A
Figure 7.14

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CHAPTER 8
PRINCIPLE OF FLIGHT
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8.1 AERODYNAMIC IN PARAGLIDING .......................................................................... 1
8.1.1 Airflow around a wing and aerodynamic force………………………………………………1

8.1.2 Symmetric and Asymmetric…………………………………………………………………...2
8.1.3 Conversation Flow Law………………………………………………………………………..3
8.1.4 Bernoulli’s Principle……………………………………………………………………………3
8.1.5 Stall……………………………………………………………………………………………...5
8.1.6 Forward Motion…………………………………………………………………………………6
8.1.7 Inductive Ability…………………………………………………………………………………8
8.2. GLIDING IN FLIGHT…………………………………………………………………………11
8.2.1 Glide Ratio…………………………………………………………………………………….12
8.3 PARAGLIDER CONTROL…………………………………………………………………..14
8.3.1 Maneuver……………………………………………………………………………………...15
8.3.2 Turning………………………………………………………………………………………...16
8.4 GROUND
HANDLING……………………………………………………………………….18Error! Bookmark
not defined.
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8.1 Aerodynamics in Paragliding
8.1.1 Airflow around a wing and aerodynamic force

Every object, which moves through the air, interacts with it by creating an aerodynamic force.
Any force can be divided by different components based on different coordinate (reference)
systems. In classic aerodynamics, the aerodynamic force is seen through the direction of
movement (the vector of speed V); its perpendicular to V component is called lift Ry and its
opposite to V component is called drag Rx. These are not independent forces but only
components of a single force – the full aerodynamic force R.
Figure 8.1
Lift and drag are convenient for an initial description of how the wing works: A wing is more
efficient if it produces more lift and less drag.
Lift can be created by:
- Airflow around asymmetrically positioned body;
- Airflow around a body with asymmetric shape;
- Combination of both – airflow around asymmetrically positioned body with asymmetric shape.
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8.1.2 Symmetric and Asymmetric

When asymmetrically positioned body is placed in an airflow, the air causes pressure
on its surface and creates an aerodynamic force perpendicular to its surface
Figure 8.2
The angle between the body’s surface and the direction of the flow is called the angle of attack
α and is an outstandingly important flight parameter, which determines the magnitude and the
tilt of the full aerodynamic force i.e. the magnitude and ratio between its lift and sink components.
Typical example of flowing of an asymmetrically positioned body is when we put our hand
outside the window of a moving car. Then, we can feel the full aerodynamic force by changing
the tilt of our palm (the angle of attack).
Small, positive angles of attack increase lift and push our arm upward. Higher angles of attack
produce more drag and push our arm backward. 90 ̊ angle of attack produces maximum drag
and no lift. 0 ̊ angle of attack minimizes drag and allows our arm to cut more easily through the
air. Negative angles of attack produce downward lift which pushes our arm downward.
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Negative angles of attack are used in car racing, where spoilers create downward aerodynamic
force, which increases the pressure toward the ground and the friction of the tyres i.e. allows
cars to make tighter turn with smaller radiuses with higher speeds.
8.1.3 Conservation flow law

In order to learn how airflow around asymmetrically shaped body creates lift, it have to mention
the flow conservation law (the flow materia and its movement doesn’t appear from nowhere and
dissapear into nowhere). As a result, where the flow is restricted, it increases its velocity V and
vice versa:
Figure 8.3
You can increase the speed of the flow by restricting the exit of a garden hose with your finger.
If river banks get closer, then river increases its speed. If they get wider, then river flow slows
down.
You cannot blow a ping pong ball out of a cooking funnel, because its increasing section reduces
air speed.
8.1.4 Bernoulli’s Principle

Also, according to the Bernoulli’s principle in areas, where the speed of the fluid V increases,
the surrounding pressure p decreases and vice versa:
Figure 8.4

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Figure 8.5
The speed of a wing movement through the air is called airspeed V.
Airspeed and aerodynamic force exist, no matter if the wing is moving through the air or the air
moves around a stationary wing – for example in an aerodynamic tunnel.
Usually, the lift creation by flowing of an asymmetric profile is combined with the creation of lift
by asymmetrically positioned body in the flow.
The aerodynamic force R depends on:
- Shape of the profile
- Wing shape and dimensions when seen from above
- Surface of the wing S
- Angle of attack α
- Square of airspeed V2
- Air density ρ .

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8.1.5 Stall
The increase of the angle of attack directly increases the lift production, but beyond certain
angle of attack, the flow above the top surface tears sharply away from the wing and the wing
loses most of its lift. A stall occurs – the wing doesn’t fly but falls down with high vertical speed.
Figure 8.6
The stall is dangerous, because it develops quickly, because the fall is fast and because the chaotic
flowing of the wing makes it difficult for control.
Do not fly with too high angle of attack!.
The stall shouldn’t be confused with a collapse, where reaching too low and even negative angle of
attack causes deformation and folding of the leading edge (frontal part of wing profile) by the air flow.
The stall can also deform the wing but at the trailing edge (the back part of the wing profile) and the
reason is reaching too high angle of attack.
With unpowered aircrafts like paragliders, flying with too high angle of attack slows down the wing i.e.
to avoid a stall we shouldn’t fly with a very low airspeed.
As it’s difficult to observe and measure the angle of attack, to avoid stall, it’s easier to pay attention
at the airspeed (the feeling of the wind in our face) or by knowing the relation between the increase
of the angle of attack and the slowing down the glider (pulling the brakes). Thus, if during a gliding

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flight the feel of a slowing down (reduced feeling of wind in the face) or if the see/feel that brakes
is pulled too much (close to our ribs and hips), then t is known that the situation that might
happen s the glider will stall.
Restore airspeed immediately (release the brakes) to overcome the situation.
8.1.6 Forward Motion

Wing has the ability to transform downward motion into forward force and motion and it can
prevent from falling down.
For example, if we put a body with circular symmetrical profile into a flow, the acceleration of
the flow at the it sides will produce two self-balancing sideways lift forces Ry . If the body is with
asymmetric semicircular profile, the sideways force Ry will be unbalanced i.e. the downward
motion will create sideways force and motion. The same analogy is valid for the classic wing
profile, where the roundness around the leading edge creates “forward suction”:
Figure 8.7

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The downward motion is usually driven by the weight force i.e. a weightless wing cannot fly
forward and the more loaded is а wing, the bigger forward force and motion it creates:
Figure 8.8
Usually, in aerodynamic text books and in this material, the force, velocity and acceleration
components, which are parallel to the earth surface are called horizontal and are marked with
the index "х" . For example Fx , Vx , ax .
The perpendicular to the earth surface components are called vertical and are marked with the
index "y" . For example Fy , Vy , ay .
Apart from the "Earth" point of view, exactly the same forces, velocities and accelerations can
be seen in relation to the wing surface. The parallel to the wing surface components are called
tangential and are marked with the index "T" . For example RT , aT .
The perpendicular to the wing surface components are called normal and are marked with the
index "N".

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Using wing as reference point with its normal and tangential components of the aerodynamic
force is not about making students life difficult. The other components – lift and sink come from
driven by engine airplane aerodynamic theory and cannot explain forward motion and other
paraglider dynamics.
8.1.7 Inductive ability

The wing has the ability to transform initially perpendicular to its surface motion into forward
force. This so called inductive ability depends on:
• The shape of the profile. It’s more pronounced with ticker profiles around leading edge;
• Airspeed. The higher, the bigger. That’s why stall recovery of smaller size wings is more
aggressive (higher VN causes bigger RT);
• Angle of attack. Too high angles of attack are not the best as they engage only small part of
wing surface. Mind that RT force has accumulative effect – the longer you let it work, the bigger
acceleration at and forward motion it will produce.
Induction means indirect influence.
Example of inductive ability:
If we drop a paraglider in the air, it will accelerate downward by gravity. The airflow from bellow
will create suction around the roundness of the leading edge, which will accelerate the wing
forward. The tangential force RT will add horizontal movement to the vertical fall. Initially 90 ̊,
the angle of attack will decrease, but due to the convex shape of the top surface after the leading
edge (camber), the tangential force will continue to exist and increase adding more forward
motion until balance is reached.

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Figure 8.9

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Another example of inductive ability shows that forward force and motion can be created even
when the wing is not horizontal:
Figure 8.10

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8.2 Gliding in Flight

The inductive ability cannot accelerate the wing infinitively. The more forward motion is added,
the more the angle of attack decreases and thus the inductive ability. The rise of airspeed also
increases the drag of elements carried by the wing (lines, pilot body, harness). Thus, at a certain
moment, force equilibrium is reached and a gliding flight is established – uniform linear forward
motion with a slight descent.
Figure 8.11
Usually, the gliders don’t change their weight during a gliding flight, and even if they do so (e.g.
dropping a ballast), this doesn’t change the ratio between acting forces. The ratios are
determined by the wing design and can be changed only by changing the angle of attack.
The angle of attack is increased by pulling the brakes, which fold down the trailing edge,
increases the profile curve and create drag. The glider goes to a new flight mode with slower
speed and descent and steeper gliding trajectory. At certain point, minimum sinking mode (Vy
min) is reached, which gives maximum flight time t duration. If we keep pulling the brakes and
increase the angle of attack, we’ll reach minimum or stall speed. A stall starts beyond it.
The angle of attack can be decreased by the speed system, where pushing a stirrup with legs,
pulls a rope, which pulls consecutively down A, B and C risers. The wing goes into a new flight
mode with higher speed and descent and steeper gliding trajectory. With fully applied speed
system, we reach minimum angle of attack and maximum speed flying mode (Vx max ).

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8.2.1 Glide Ratio

When the brakes or the speed system are released, balanced (trim) flight mode restores, which
is usually the best glide ratio mode (Vx/Vy = max). It gives maximum gliding distance.
Figure 8.12
Why do we need different flight modes?
Usually, the paragliders are balanced to fly with the best glide ratio (trim speed), but it is
calculated in relation to the air or ground, when there is no wind blowing.
When wind blows (an air mass moves along the ground), if it’s headwind, then its speed Vx
wind is subtracted from the airspeed Vx, to receive the speed of movement in relative to the
ground Vx ground = Vx - Vx wind . And vice versa – if it’s back wind, its speed is added to the
airspeed to receive the ground speed Vx ground = Vx + Vx wind .
In both cases, the flight time duration t is the same (speed of descent Vy=const), but we cover
different distance along the ground S=Vx ground .t

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Figure 8.13
If headwind speed is higher than the paraglider airspeed, then it will fly backward in relation to
the ground (Vx ground < 0), but will have exactly the same airflow and aerodynamic force as in
the same flying mode (angle of attack) in no wind or backwind.
When a paraglider flies through sinking air (-Vy wind), it increases its speed of descent in relative
to the ground Vy ground (Vy ground = Vy – Vy wind ), reducing the time duration t of the flight
and the gliding distance S, despite the ground Vx ground and airspeed Vx remain the same.
And vice versa. When a paraglider flies through rising air (+ Vy wind), this speed is added to
the paraglider speed of descent through the air Vy and the paraglider decreases its speed of
descent in relative to the ground Vy ground (Vy ground = Vy + Vy wind ). This increases flight
time duration t and gliding distance in relative to the ground S.
Figure 8.14
If the airmass rises faster than the paraglider’s own descent through the air (Vy wind > Vy ),
then the paraglider will gain height in relative to the ground (Vy ground > 0 ).

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Usually, pilots try to expand their gliding distance by changing the flight modes (angle of attack),
which partly compensates or takes advantage of the influence of the wind.
The beginners should remember that in head wind or sink, they’ll fly shorter distance and in
backwind and lift they’ll fly longer. The shorter distance means less choice of landing places.
8.3 Paraglider Control

The paraglider has aerodynamic and balance type of control.
The aerodynamic control is activation (movement/bending/folding) of certain areas from wing
surface, which changes the magnitude and the focus of the aerodynamic force.
The balanced control is misbalancing the alignment of weight force G and aerodynamic force
R, until a new balance (new flying mode) is reached. The misbalance is achieved by moving the
weight force centre (weight shift).
The paraglider brakes are aerodynamic controls, which work the following way:
The pull of both brakes evenly, folds down the trailing edge and creates a drag, which slows
down the glider in relative to the pilot and increases the angle of attack. The increased angle of
attack temporarily increases the lift, but also slows down the whole paraglider. If the brakes
remain pulled down in a constant position, after a short transition, the paraglider establishes a
new flying mode with increased angle of attack, decreased speed and steeper gliding trajectory.

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Figure 8.15
8.3.1 Maneuver
Apart from longitudinal control of flight modes, the brakes are mostly used for stopping self
accelerations of the wing due to improper take off, outside disturbances (thermals, gusts) or due
to stall recovery. Self accelerations are problem because they cause wing overshooting the pilot
and collapsing when reaching negative angles of attack. Pilots have to remember that in most
cases, the sudden aggressive overshoots of the glider require more brake pull than possible for
a normal flight mode. In order not to stall the wing, the hard braking should be only for a short
moment (1 sec) and then brakes need to be released quickly to allow the glider recover its
normal airspeed.
If only one brake is pulled, it folds down the trailing edge of the corresponding half wing; it
increases its drag and slows down, while the other half wing keeps flying forward with its normal

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speed. The paraglider turns toward the slowed half wing and keeps turning until the brake is
released. When the brake is released, the paraglider leaves the turn tangentially and keeps
flying straight forward restoring its balanced flight mode.
Figure 8.16
8.3.2 Turning
Another way of turning is by balance control - applying weight shift turn technique – the pilot
shifts his body sideways and moves its centre of weight. This loads half of the wing more than
the other half and the glider banks (tilts sideways at an angle gamma - γ). The full aerodynamic
force R tilts sideways too. The newly created sideways horizontal component R.sinγ of the full
aerodynamic force is added to the initial forward movement and the paraglider turns. The bigger
the bank, the bigger the sideways component of R is and the more intensive the turn is.

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Figure 8.17
The wing bank also reduces the vertical component of the full aerodynamic force to R.cos γ ,
which increases the share of weight force G and increases descend. Simply said, the weight of
the pilot is carried by the horizontal projection of wing surface. The bigger the bank, the smaller
horizontal projection of wing surface (R.cos γ) opposes the vertical force G. A banked wing is
like an overloaded wing - it has higher descent (Vy) and horizontal speed (Vx).
Often, beginner pilots don't pay attention to the increased speed and descent during a banked
turn and have to be careful when close to the terrain.
Avoid landing during a turn!
Apart from the weight shift turn, a wing bank can also be achieved by sharp pull of one of the
brakes, which slows down the half of the glider and reduces its aerodynamic force. The wing
banks because the other half of the wing flies with higher speed and bigger lift.
Beginners should avoid small radius turns by hard pulling of a brake. This, slows down the half
wing too much, increasing the angle of attack, leading to a sharp tear of airflow and a stall. The
half wing stall is called spin (asymmetric stall) and its recovery is difficult and often has
dangerous consequences (big asymmetric collapses, line twists, canopy cravats). There is no
such danger with the weight shift turn. Beginner pilots should try to turn with maximum weight
shifting and minimum braking. Throughout their development, pilots learn to doze their weight

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shift and brake application in order to achieve an efficient coordinated turn with minimum sink
and radius.
In case of too high rate of turning by progressive braking and banking the wing, the paraglider
suddenly enters a spiral – a high speed, descent and G-force autorotation mode. The spiral dive
is not as difficult to control as the spin, but it can disorientate, and constrain pilot movements. If
the spiral is not exited with sufficient altitude, it can kill by the impact with the ground (Vy = 10-
20 m/s , Vx > 60 km/h). Spirals and spins are practices on safety training courses over water
(SIV).
8.4 Ground Handling

It is fair to say that most of the top pilots in the world have very good ground handling skills; this
is not because they are gifted or super humans, it is down to practice. By practicing you improve
your reactions and your understanding of the wing. Find a nice open space or the landing field
and spend an hour or two just kiting and practicing both the forward and reverse launch
techniques. Once you’ve cracked the basics don’t be shy, experiment, play and learn how to
recover your wing from all kinds of situations.
It is very simple to understand, if your inputs (risers, brakes and harness) to the glider are
smooth and progressive the wing will react in the same way, smooth and predictably. If however
you are rough with your inputs, the wing will be much more difficult to control and react
unpredictably. Think of the wing purely as an extension of your body, don’t be afraid to move
around, forward and back, side to side to continually centre yourself under the centre of the
wing.
Figure 8.18

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Kiting your wing on the ground is much harder than flying it through the air! So therefore it makes
sense to practice, as it will help all aspects of your flying. By doing this regularly you will soon
be arriving on take off confident you are in full control and will pull off a perfect launch. A feeling
of confidence is the best way to start every flight as it means the rest of the flight is going to be
good. In the air your new learnt skills will help you be more sensitive with the controls and more
aware of the wings movements. This will make it easier to relax, when you are relaxed and
confident the right decisions usually follow, which all add up to more enjoyment and a better
safer pilot. This does mean that you should practice and practice regularly until it becomes
second nature, once will help a little but you will be amazed what ten times will do,
transformation.
As one quickly realizes, ground handling is an essential skill to promote feeling and confidence
in your paragliding. After a few hours of flying, whether in your home country or abroad, you
quickly realise that being confident on take off opens up your window of flying.
Regardless of how windy it is, time is well spent practising your ground handling with our trusty
gliders. Ground-handling is one of the best ways to improve your flying. Ground-handling is one
of the most important aspects of paragliding progression. With the suitable glider, pilots can
progress and learn the most basic or most advanced aspects of ground-handling in strong or
light winds, safely and easily.

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CHAPTER 09
METEOROLOGY
01 Feb 2019 Meteorology 09-A

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09-B Meteorology 01 Feb 2019

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9.1 Definition ……………………...………………………………….………………..............1

9.2 Meteorology …………………...……………..…………………………………………….1
9.3 Cloud…………………………………….……………………………………………………2
9.3.1 Cloud Formation……………………………………………………………………………..3
9.3.2 Types of Cloud……………………………………………………………………………….4
01 Feb 2019 Meteorology 09-i

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09-ii Meteorology 01 Feb 2019

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9.1 Definition
Meteorology is the scientific study of the earth’s atmosphere (the air surrounding it) and how it
causes changes in weather conditions.
9.2 Meteorology
It is a branch of the atmospheric sciences which includes atmospheric chemistry and
atmospheric physics, with a major focus on weather forecasting. The study of meteorology dates
back millennia, though significant progress in meteorology did not occur until the 18th century.
The 19th century saw modest progress in the field after weather observation networks were
formed across broad regions. Prior attempts at prediction of weather depended on historical
data. It was not until after the elucidation of the laws of physics and more particularly, the
development of the computer, allowing for the automated solution of a great many equations
that model the weather, in the latter half of the 20th century that significant breakthroughs in
weather forecasting were achieved. An important domain of weather forecasting is marine
weather forecasting as it relates to maritime and coastal safety, in which weather effects also
include atmospheric interactions with large bodies of water.
Meteorological phenomena are observable weather events that are explained by the science of
meteorology. Meteorological phenomena are described and quantified by the variables of
Earth's atmosphere: temperature, air pressure, water vapour, mass flow, and the variations and
interactions of those variables, and how they change over time. Different spatial scales are used
to describe and predict weather on local, regional, and global levels.
Meteorology, climatology, atmospheric physics, and atmospheric chemistry are sub-disciplines
of the atmospheric sciences. Meteorology and hydrology compose the interdisciplinary field of
hydrometeorology. The interactions between Earth's atmosphere and its oceans are part of a
coupled ocean-atmosphere system. Meteorology has application in many diverse fields such as
the military, energy production, transport, agriculture, and construction.
The word meteorology is from the Ancient Greek µετέωρος metéōros (meteor) and -λογία -logia
(-(o)logy), meaning "the study of things high in the air".
01 Feb 2019 Meteorology 1

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9.3 Cloud
In meteorology, a cloud is an aerosol consisting of a visible mass of minute liquid droplets,

frozen crystals, or other particles suspended in the atmosphere of a planetary body or similar
space. Water or various other chemicals may compose the droplets and crystals. On Earth,
clouds are formed as a result of saturation of the air when it is cooled to its dew point, or when
it gains sufficient moisture (usually in the form of water vapor) from an adjacent source to raise
the dew point to the ambient temperature. They are seen in the Earth's homosphere (which
includes the troposphere, stratosphere, and mesosphere). Nephology is the science of clouds,
which is undertaken in the cloud physics branch of meteorology.
There are two methods of naming clouds in their respective layers of the atmosphere; Latin and
common. Cloud types in the troposphere, the atmospheric layer closest to Earth's surface, have
Latin names due to the universal adaptation of Luke Howard's nomenclature. Formally proposed
in 1802, it became the basis of a modern international system that divides clouds into five
physical forms that appear in any or all of three altitude levels (formerly known as étages). These
physical types, in approximate ascending order of convective activity, include stratiform sheets,
cirriform wisps and patches, stratocumuliform layers (mainly structured as rolls, ripples, and
patches), cumuliform heaps, and very large cumulonimbiform heaps that often show complex
structure. The physical forms are divided by altitude level into ten basic genus-types. The Latin
names for applicable high-level genera carry a cirro- prefix, and an alto- prefix is added to the
names of the mid-level genus-types. Most of the genera can be subdivided into species and
further subdivided into varieties. Very low stratiform clouds that extend down to the Earth's
surface are given the common names fog and mist, but have no Latin names.
Several clouds that form higher up in the stratosphere and mesosphere have common names
for their main types. They are seen infrequently, mostly in the polar regions of Earth. Clouds
have been observed in the atmospheres of other planets and moons in the Solar System and
beyond. However, due to their different temperature characteristics, they are often composed
of other substances such as methane, ammonia, and sulfuric acid as well as water.
Taken as a whole, homospheric clouds can be cross-classified by form and level to derive the
ten tropospheric genera, the fog and mist that forms at surface level, and several additional
major types above the troposphere. The cumulus genus includes three species that indicate
vertical size. Clouds with sufficient vertical extent to occupy more than one altitude level are
officially classified as low- or mid-level according to the altitude range at which each initially
forms. However they are also more informally classified as multi-level or vertical.
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9.3.1 Cloud Formation
1.Condensation or Deposition of Water
Clouds form when the water vapor condenses into small particles. The particles in clouds can
either be liquid or solids. Liquid particles suspended in the atmosphere are referred to as cloud
droplets and the solid particles are often called ice crystals. The potential for cloud formation
(and precipitation) depends on the amount of water vapor in the atmosphere. As a parcel of air
rises, the moisture it contains cools and condenses out onto small particles of dust called cloud
condensation nuclei until a cloud forms.
As a volume of unsaturated air cools, its relative humidity increases. If sufficiently cooled, the
relative humidity becomes 100%, the temperature equals the dew point.
2.Lifting of Air
Lifting, also referred to as adiabatic cooling, is the most common method of humidification of air
to form clouds. As air rises it expands because pressure decreases with altitude. Kinetic energy
is converted to potential energy and the parcel temperature decreases, and the relative humidity
increases.
The two main large scale lifting processes that result in cloud formation are convection and
advection of air. Convection refers to air rising vertically in the atmosphere due to heating.
Advection is the horizontal transfer of air that usually results in warmer air being forced up over
cooler air. Both advection and convection results in the formation of clouds.
The method of vertical lifting (orographic, convective, convergence, or frontal) and the stability
of the atmosphere determines the type of cloud. Cumulus clouds tend to form in unstable
atmospheres. Layered clouds form in more stable environments in which large layers of air are
slowly lifted.
3.Cloud’s Role
Clouds play a crucial role in our global climate. Clouds reflect shortwave solar energy back into
space and tend to cool the earth. On the other hand, clouds absorb longwave terrestrial radiation
and warm the planet. Satellites are helping scientists study this important dynamic.

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9.3.2 Types of Cloud

Clouds play a pivotal role in weather forecasts and warnings. They help to drive the water cycle
and the entire climate system. Throughout history, they have inspired artists, poets, musicians,
photographers and countless other enthusiasts.
The present international system of Latin-based cloud classification dates back to 1803, when
amateur meteorologist Luc Howard wrote The Essay on the Modification of Clouds.
The International Cloud Atlas currently recognizes ten basic cloud “genera,” which are defined
according to where in the sky they form and their approximate appearance.
High-level clouds typically have a base above about 5 000 metres (16 500 feet); middle-level
clouds have a base that is usually between 2 000 and 7 000 m (6 500 to 23 000 feet); and low-
level clouds usually have their base at a maximum of 2 000 m (6 500 feet).
Most cloud names contain Latin prefixes and suffixes which, when combined, give an indication
of the cloud’s character. These include:
- Stratus/strato: flat/layered and smooth
- Cumulus/cumulo: heaped up/puffy
- Cirrus/cirro: feathers, wispy
- Nimbus/nimbo: rain-bearing
- Alto: mid-level (though Latin for high)
The 10 genera are subdivided into “species,” which describe shape and internal structure, and
“varieties,” which describe the transparency and arrangement of the clouds. In total there are
about 100 combinations.
It also proposes some new “special clouds,” such as Homogenitus (from the Latin homo
meaning man and genitus meaning generated or made). Its common names include Contrails
(from aircraft).
A special mention is made of Asperitas (from the Latin meaning wave-like and roughness) – a
dramatic formation that looks like an upturned roughened sea surface – which has captured the
public imagination in recent years. This cloud is included in the atlas as a “supplementary
feature.”

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The new International Cloud Atlas is a tribute to the generosity of the Hong Kong Observatory
and the dedication and enthusiasm of a special WMO Task Team, which spent nearly three
years revising the text and collecting and classifying images and data. It increases and enriches
our understanding of clouds and will serve as an invaluable resource for many years to come.
The International Cloud Atlas includes a new species Volutus (from the Latin volutus which
means rolled) for roll clouds.
Figure 9.1

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Figure 9.2

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CHAPTER 10
RULES & REGULATION
01 Feb 2019 Rules & Regulation 10-A

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10-B Rules & Regulation 01 Feb 2019

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10.1 Licensing Requirement …………………….………………….………………..............1

10.2 Pilot PL1 / Beginner……………………….…………...………………………………….1
10.3 Pilot PL2 / Intermediate …………………………………………………………………….3
10.4 Pilot PL3 / Advance………………………………………………………………………….4
01 Feb 2019 Rules & Regulation 10-i

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10-ii Rules & Regulation 01 Feb 2019

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10.1 Level of Malaysia Paragliding License

• Pilot / PL 1 – Beginner
• Pilot / PL 2 - Intermediate
• Pilot / PL 3 – Advance
10.2 Pilot / PL 1 – Beginner

• Minimum of 40 flights and minimum of 3.5 flying hours
• 2 take off at the wind of 0 – 8 km/h, 8 – 15 km/h, 15 – 20 km/h
• 2 take off during cross wind at an angle of minimum 30
• Perform figure 8 and ‘S’ maneuver at least twice
• Landing at the landing zone within 15m radius (5 time minimum)
• Flown at 2 different site
• Observe paraglider preparation and pre-flight checkAble to explain wind direction
and current weather situation
• Able to control glider speed to achieve ‘minimum sink’ flightAble to control the glider
with the ‘back riser’ instead of brake handle
• Able to choose the best flying path to avoid bad air area such as rotors and venturies
• Able to soar near the hill and keep a safe distance between other pilot and the hill
• Able to explain how to land during strong wind condition and not being drag at the
last touchdown
• Able to fold and keep paraglider/gears safely
• Able to explain rules of flying paraglider in the air
• Able to explain on how to deploy reserve during simulation or emergency.
• Able to explain what need to be done during asymmetric collapse, avoid stall, avoid
negative spin, increase penetration speed and increase descending speed.
• Pass written examination of PL 1
• Instructor satisfied with pilot performance.
10.2.1 MSAF Licence Pilot / PL 1 – Beginner
01 Feb 2019 Rules & Regulation 1

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Figure 1
10.3 Pilot / PL 2 – Intermediate
• 200 flights with minimum of 50 flying hours
• 10 flight from altitude of 350 meter
• 5 safe thermal flight of 30 minute
• 5 safe dynamic wind flight of minimum 10 minute
• 5 take off at the wind of less than 8 km/h
• 5 take off at the wind speed of more than 20 – 25 km/h
• 5 time Safe top landing.
• 5 time safe landing within 5 meter radius
• Total of 5 hours thermal flying
• Flown at 3 different flying site
• Hold PL1 license for at least 6 month
• Able to perform controlled asymmetric collapse with good handling and maintain
reasonable direction
• Able to perform 360 maneuver within 20 seconds at both direction14. Able
to perform quick descending techniques safely such as ‘Big Ears’ , ‘B-line Stall’, and
‘Spiral’
• Increase glider speed with full speed bar without collapse
• Able to explain what need to be done during asymmetric collapse, avoid stall, avoid
negative spin, increase penetration speed and increase descending speed
• Instructor satisfied with pilot performance
2 Rules & Regulation 01 Feb 2019

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10.3.1 MSAF Licence Pilot / PL 2 (Sample)
Figure 2
10.4 Pilot / PL 3 – Advance

• 2 years flying experience (minimum)
• 500 flights (minimum)
• 150 flying hours (minimum)
• Done 20km cross country flight (minimum)
• Gain supports from at least 2 existing PL3 pilot and one instructor which been flying with
candidate pilot
• Instructor satisfied with candidate pilot.
10.4.1 MSAF Licence Pilot / PL 3 (Sample)

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Figure 3
4 Rules & Regulation 01 Feb 2019

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CHAPTER 11
MSAF GUIDELINE TO TRAINING & TEST
01 Feb 2019 MSAF Guideline to Training & Test 11-A

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11-B MSAF Guideline to Training & Test 01 Feb 2019

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11.1 Procedure For Basic Paragliding Course………………………………………………...1
11.2 Pilot Level Licensing Stages…….……………………...………………………………….2
11.3 Pilot Rating Certification Procedure……………………………………………………….3
11.4 Pilot Rating Upgrade Forms (PL1 – PL3)………………………………………………….4
01 Feb 2019 MSAF Guideline to Training & Test 11-i

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11-ii MSAF Guideline to Training & Test 01 Feb 2019

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11.1 Procedure for Basic Paragliding Course
Figure 11.1
01 Feb 2019 MSAF Guideline to Training & Test 1

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11.2 Pilot Level Licensing Stages
Figure 11.2
2 MSAF Guideline to Training & Test 01 Feb 2019

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11.3 Pilot Rating Certification Procedure
Figure 11.3

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11.4 Pilot Rating Upgrade Forms (PL1 – PL3)
• PHASE 1 – CLUB PILOT / PL 1 – BEGINNER
• PHASE 2 – PILOT / PL 2 – INTERMEDIATE
• PHASE 3 – PILOT / PL 3 – ADVANCE
• Pilot supporting forms

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Figure 11.4

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Figure 11.5

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Figure 11.6

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APPENDIX
ACRONYMS & ABBREVIATIONS
01 Feb 2019 Appendix A 0-A

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0-B Appendix A 01 Feb 2019

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APPENDIX A ACRONYMS & ABBREVIATIONS…………………………………... AB-II
01 Feb 2019 Appendix A i

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APPENDIX ACRONYMS & ABBREVIATIONS
AQD Aviation Quality Database

ASR Safety Report (Air)
DNA Deoxyribonucleic Acid
KSUN9 Kelab Sukan Udara N9
LEP List of Effective Pages
MOR Mandatory Occurrence Report
MSAF Malaysia Sports Aviation Federation
NAA National Aviation Authorities
NPIC National Paragliding Instructorship Certification
NSI National Sports Institute
RNA Ribonucleic Acid
SAP Safety Anchorpersons
SAPR Safety Analysis Program
SR Security Report
SSMS Safety Sports Management System
UTC Universal Time Coordinated
ii Appendix A 01 Feb 2019

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NATIONAL PARAGLIDING INSTRUCTORSHIP CERTIFICATION LEVEL 1

NATIONAL PARAGLIDING INSTRUCTORSHIP

ISSUE NO: Issue 1

© Copyright KSUN9 2019. All rights reserved. A-1

Ó Copyright KSUN9 2019. All rights reserved.

A-2 © Copyright KSUN9 2019. All rights reserved.

01 Feb 2019 Endorsement and Approval B-1

INTENTIONALLY LEFT BLANK

B-2 Endorsement and Approval 01 Feb 2019

SAFETY, COMPLIANCE, SECURITY, HEALTH AND SPORT POLICY STATEMENT

KSUN9 key objectives:

4. Apply key principle in enforcement through just culture

5. Non punitive on reports of safety concern through open reporting system.

7. Conduct review on Safety, Compliance, Security, Health and Sports Management

Captain Nasaruddin A. Bakar

01 Feb 2019 Endorsement and Approval B-3

INTENTIONALLY LEFT BLANK

B-4 Endorsement and Approval 01 Feb 2019

B ENDORSEMENT AND APPROVAL

C SAFETY, COMPLIANCE, SECURITY, HEALTH, AND SPORT POLICY

0 ADMINISTRATION AND CONTROL

1 SAFETY RISK MANAGEMENT

4 PHYSIOLOGY & SPORTS ANATOMY

10 RULES & REGULATION

11 MSAF GUIDELINE TO TRAINING & TEST

APPENDIX A ACRONYMS AND ABBREVIATIONS

01 Feb 2019 Endorsement and Approval B-5

01 Feb 2019 Table Of Contents D-1

01 Feb 2019 Administration and Control 0-A

0-B Administration and Control 01 Feb 2019

0 ADMINISTRATION AND CONTROL .......................................................................... 0-1

01 Feb 2019 Administration and Control 0-i

0-ii Administration and Control 01 Feb 2019

0 ADMINISTRATION AND CONTROL

0.1 MANAGEMENT OF MANUAL

01 Feb 2019 Administration and Control 0-1

0.1.2 Applicability and Conditions of Use

0-2 Administration and Control 01 Feb 2019

0.2 CONTROL OF MANUAL

Issue/Revision No Issue/Revision Date Date Inserted Inserted by

Issue 1 / Rev 0 01 Feb 2019 01 Feb 2019 Pres KSUN9

01 Feb 2019 Administration and Control 0-3

0.2.2 Record of Temporary Revision

TR No. Issue date Date Inserted Inserted by Location / Remark / Status

0-4 Administration and Control 01 Feb 2019

0.2.3 Revision Highlights

No. Chapter/Item Description

01 Feb 2019 Administration and Control 0-5

0.2.4 List of Effective Pages

0-6 Administration and Control 01 Feb 2019

01 Feb 2019 Administration and Control 0-7

0-8 Administration and Control 01 Feb 2019

0.2.5 Dissemination and Transmission

01 Feb 2019 Administration and Control 0-9

0-10 Administration and Control 01 Feb 2019

01 Feb 2019 Safety Risk Management 2-A

2-B Safety Risk Management 01 Feb 2019

2 SAFETY RISK MANAGEMENT ............................................................................................ 2-1

01 Feb 2019 Safety Risk Management 2-i

2 SAFETY RISK MANAGEMENT

2.1 OPEN REPORTING POLICY

2.2 OCCURRENCE AND HAZARD REPORTING PROGRAMME

01 Feb 2019 Safety Risk Management 2-1