University of Brasilia.
- (PSI) courses developed by 

Keller, students were not constrained by the traditional semester barriers

Introduction of (PSI)
- (PSI) is the one of the recent innovation = person oriented
- (PSI) model is a student-centered
- (PSI) is designed  to encourage independent learning 

(PSI) in Physical Education
- Self-pacing on learning process in PSI
- PSI model also can improve health

OBJECTIVES OF PERSONALIZED  SYSTEM OF INSTRUCTION
- Establish better personal-social relationship in the educational process
- Increase frequency and quantity of feedback to the instructors

CHARACTERISTIC OF PSI
- SELF-PACING
- MASTERY BASED LEARNING
- TEACHER AS MOTIVATOR
-  EMPHASIS WRITTEN WORD
- USE OF PROCTORS

2.Divide the day’s lesson into 4-5 segments.

3. Assign each student to learn one segment. 

4.Give students time to read over their segment at least twice and become familiar with it.

5.Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. 

6.Bring the students back into their jigsaw groups. 

7.Ask each student to present her or his segment to the group.

8. Float from group to group, observing the process 

9.At the end of the session, give a quiz on the material

CHALLENGES
1.The Dominant Student

2.The Slow Student

3.Students Becoming Bored

4.Students Who Have Been Trained To Compete

ADVANTAGES
-It ensures the participant of the students
- It has a strong effect on attitude to learning and social relationship among students in group
- Improve the teamwork with their classmate

DISADVANTAGE
- It requires long time to prepare students to be assigned who to work in groups
- It requires some time to make group which is heterogeneity in their ability
- It requires long time to arrange the seating

GROUP 1: Opposition
- Fatin Adira
- Lesley
- Hadirah Alysha
- Ahmad Lutfi Hadi
- Mohd Asraf
- Aiman Hariz
- Ain Razalee
- Nurul syahmi

GROUP 2: Affirmative
- Mohd Haiqal
- Siti Nur Shafiqah
- Nur Aimashiha
- Nur Ain
- Nurul Atiqah
- Mohd Aswad
- Steve

*Name that has been bold is the speaker

Point 1: Characteristic of core subject

Point: 1: School administrator. 

Point 2: Non option teacher are teaching PHE subjects

Point 3: A lot of students in one class during 1 session

Point 1: Students can educate themselves

Point 2: Students play at the back during class

Point 3: PE not important for their future

Point 1:
IMPROVE STUDENT’S MENTAL HEALTH AND AVOID MENTAL ILLNESS

Point 2:
Produce students that has good intellectual, emotional, mental and spiritual 

Point 3:PE gives chances for students to be creative, cooperative and competitive and to face up to diverse challenges both as individuals and in groups.

Point 1:PE enhance awareness in keeping healthy lifestyle

Point 2:Pe act as a platform for the students to pursuing their dreams to be an athlete

Point 3:One of the subject that excites students

Point 1: PE have its own special characteristic

Point 2: Administrator has make non option teacher to have special courses for it to be minor in PE

-When schools prohibit boys and girls from doing activity together, they may think that their gender is either better or inferior. According to Forbes (2010), when students are segregated by sex, they miss opportunities to work together and develop vital social skills. The publisher also states that segregated students often wonder about the reasons for separation, and they question the value of one gender over another. Gender-segregated schools produce young men and women who don’t know how to communicate with one another and leave lasting impressions that one gender is better than another. According to the American Psychological Association, this type of bigotry can cause problems in forming adult relationships as children get older. The APA argues that school is preparation for adult life and how boys and girls learn to interact will dictate relationships formed in the workplace.
Promotes Sexism
-When segregation raises its head, it usually casts one subject as having more value than another. Just as racial segregation promoted racism, schools segregated by sex promote sexism. According to “Science Daily,” a study conducted in 2010 by Professor of Psychology, Human Development and Family Studies Lynn S. Liben examined classrooms and physical activity segregated by sex and found signs of sexism in students. She concluded, “The choice to fight sexism by changing coeducational practices or segregating by gender has parallels to the fight against racism.” When boys and girls are taught under separate roofs, they often wrongly conclude that one gender is better than the other gender.
Promotes Good Manner
From a study conducted by Berg and Lahelma (2009), he stated that PE teaching involving male and female students leads to the emphasis of good manners among students. These good manners arise when these students are not segregated by gender and discussion sessions related to PE subjects become more effective. This indicates the implicit compulsory heteronormativity of these situations in which the body is the target of education. 

Opposition Point & Explanation
The presence of both genders may result in sexual harassment issues:
- Sexual harassment can happen anywhere within and outside schools, in the classroom, the locker room, on a field trip, sporting event, and even outside school premise such as on the way to and from school.

- Peer sexual harassment is a problem for both girls and boys in the educational environment, and the effects from this experience can affect students' lives negatively past high school.
- Students who have experienced sexual harassment previously should have protected them as learners suffer greatly from social problems, emotional, and academic strain. 

Masculine and feminine stereotypes could influence the participation of students in certain activities in physical education:
- Supportive of the single sex teaching environment - feelings that coed was acceptable in elementary school but now that they were starting to mature the single sex environment was more comfortable.

- Help students achieve physical education goals - single sex environment could increase physical activity levels among girls during physical education classes, especially during contact sports.

- Gender segregation in physical education classes as an effective alternative for increase enjoyment - With issues arising such gender-inequality associating in physical education classes, it is important for physical educators to make informed decisions regarding gender and classroom structure.

For example, today sport has become a popular trend among the community and this awareness must have come from the core and basics from what PE taught students in school. 

 

Affirmative Points & Explanation
characteristic of core subject so that everyone understands why PHE failed as core subject and the affect if PHE will become core subject.
I would like to add about (enjoyment of student and …

when an approach is taken, then teachers will start to focus on the exam.

 

Students will start memorizing. When students memorize then, they do not understand what they are learning.

 

which is important now, the teacher teaches something in such a pleasant way. then the delivery will be more meaningful. to teach something in a pleasant situation, then it takes a long time.

 

try to ask the teachers what he is chasing? they will answer "chase the syllabus"

strongly disagree if PJPK is made an examination subject. because it has nothing to do with sports related to progress..imagine now almost 90 percent of subjects in school are assessed in terms of cognitive why 10 percent of psychomotor aspects want to be disturbed .... if you want to assess value towards psychomotor. just fair ... imagine an athlete representing up to the national level, but the reason for not being good at answering gets failed in PJPK lessons ... it is not fair for them

SCHOOL ADMINISTRATOR
-School administrators play a very important role in relation to the direction of the implementation of Physical Education in schools. According to Wee (2001), school administrators who support the implementation of this subject will pay due attention to the aspect of resource allocation of teachers who teach this subject according to qualifications and options. 

 

Supported statement by Tan & Lee (2004) Administrators who care about the implementation of Physical Education subjects will distribute and use financial allocation appropriately for the purchase and maintenance of physical facilities, plan staff development programs for Physical Education subjects in the school calendar, monitor teacher teaching and provide constructive feedback to improve quality teaching Physical Education subjects.
parents perspective about PHE Subject 
- The teaching and learning of Physical Education cannot be implemented effectively due to several constraint factors such as student psychology, student sociology, parents, school environment and Physical Education teachers who teach (Mohar, 2011).

Based on Azali's (2001) study, 69.2% of parents consider that Physical Education is a waste of time because students have been required to participate in other co-curricular activities outside of learning hours. This study is in line with the opinion of Mohd Sofian (2003) who stated that the causes of Physical Education teaching cannot be implemented effectively due to parental constraints. They consider that examination subjects are more important than Physical Education subjects (Zaccagnini, 2005). Based on a study by Mohd Jaflus (2005), only 5.6% of students are active in sports who get 8A in PMR examination compared to 56.9% who get 1A only. Although parents are aware that this subject is important to improve the level of health in terms of physical and mental, but the attitude of downsizing this subject has influenced the minds of their children (Usha, 2008).