The Relationship between Orientations, Ethnocentrism and Parental Roles in Second Language Acquisition among Form Four Students of Fully Residential Schools in Terengganu

Based on a report by the Performance Management and Delivery Unit (PEMANDU) of the Prime Minister’s Department in 2013, it can be known that 1191 secondary schools in Malaysia had exceeded 23% of the failure rates in SPM English. Terengganu was one of the states highlighted and the statistic acquired from the Terengganu Education Department showed that about 5000 students failed in the subject in the past five years. Subsequent to this, a quantitative research was done to test the relationship of orientations, ethnocentrism and parental roles in English language acquisition of 275 students in five fully residential schools in Terengganu. A questionnaire adapted from the AMTB, MSLQ and GENE was used where the pilot test resulted in .788 Cronbach’s Alpha. The findings conclude that the students were integratively and instrumentally orientated. Although there were positive correlations between ethnocentrism and SLA, a majority of the students managed to acquire the L2 excellently. There was a mild positive relationship between parental roles and the achievement of students in English. Total institution could best explain this result as students had limited time spent with their parents. These findings could help improve students’ achievement in English in residential schools in other problematic states by using approaches that are integratively and instrumentally orientated.

Introduction
It was reported that more than forty-thousand Malaysian graduates from public universities, in 2011 alone, many of whom Malays from the rural areas, could not secure jobs in the private sector due to low proficiency in English (Hamzah, 2014). In a similar note, Yuen (2015) reported in The Star online of the poor standard of English among Malaysians at work. This affects all sectors and according to the Malaysian Employers Federation (MEF), the decline of English is prevalent across job industries and not isolated in any particular sector only. Consequently, it has become increasingly difficult to hire fresh graduates as the level of proficiency does not command the confidence of the employers to employ them and 200,000 unemployed graduates are out of work due to the problem.
In the National Education Blueprint (NEB) for 2013 to 2015, the second shift has clearly emphasised on ensuring every child is proficient in Bahasa Melayu and English Language by 2015 or in other words, to be bilingual. This shift is triggered from the worrying achievement of students mainly in the 2011 SPM Examination where only 28% of students achieved a minimum credit in SPM English paper against the Cambridge 1119 standard and undoubtedly, signifies the much lower than expected students' operational proficiency in English.
The vision of the blueprint is to ensure that by the end of Form Five, 70% will score a minimum of credit in SPM against Cambridge 1119 standards. However, the National Cumulative Grade Point Average for SPM English Language paper has experienced a major drop in 2014 to 6.12 from 5.94 in 2013. This made headlines in the newspapers instantly, not just for its failure to reach the targeted point to indicate the good achievement but also 10 The Relationship between Orientations, Ethnocentrism and Parental Roles in Second Language Acquisition among Form Four Students of Fully Residential Schools in Terengganu signifying bigger issues to be corrected. This is part of implementation technicalities in English Language teaching and learning processes.
Fully-residential schools in Malaysia are also affected in terms of their achievements in the English language subject. To date, there is a strong number of 69 fully-residential schools or better known as "Sekolah Berasrama Penuh" (SBP) all over Malaysia. Although all SBPs reached the target of 100% passes, they did not reach the standard target set for the subject by "Bahagian Pengurusan Sekolah Berasrama Penuh dan Sekolah Kluster" (BPSBPSK) or the Fully Residential School and Cluster School Management Division, Ministry of Education Malaysia which is 100% A. From the recent SPM results, 38.67% students achieved the highest of B+ and the lowest of E grade from 10,517 students in English. Known for its high-quality education and academically excellent enrolment, SBPs in Malaysia are also in jeopardy, in terms of the students' proficiency and literacy.

1.1.Objectives
The general objective of the research is to clarify the problems faced by the fully-residential schools in Terengganu as to why they have failed to achieve the target of 100% A in the English. The specific objectives are to identify the orientation, ethnocentrism and parental roles of students to learn English and to investigate the relationship between orientations, ethnocentrism and parental roles of the students to learn English.

Scope and Limitations
This study focuses on the relationship of orientation, ethnocentrism and parental roles in the acquisition of second language and in this case, the English Language subject. The focus on these three variables will only be tested in their formal context of learning. Moreover, all the five fully residential schools in Terengganu will be the samples but only involving Form Four students from Terengganu.
It is crucial to the study to group the respondents according to the state of origin for validity of data. The data collection will only be done through group administered questionnaires adapting the work of Gardner (1985), Pintrich et al (1997), Lee (2012), McCroskey & Neuliep (2012). The survey will only be done through the agreement by the schools' administration. No interviews or other methods of data collection will be applied.

Assumptions
The primary assumption in this study is that there are relationships between orientation, ethnocentrism, parental roles and English language acquisition in fully-residential schools in Terengganu and these variables will affect students' achievement in the subject.
It is also assumed that low proficiency students are present at fully residential schools in Terengganu as there is only a minimum requirement of C grade from PT3 examinations for the English language. This could be a contributing factor in their achievement in SPM too and most importantly, their overall interest in the subject.

Second Language Acquisition (SLA)
Saville-Troike (2016) defined SLA as the study of individuals and groups who are learning a language subsequent to their first one and the process of learning. However, Cook (2016) sees the process as where the L2 learners are attempting to communicate through a language that is not their own which highly depend on the social aspects of communications. Williams (2016) on the other hand, was rather technical on his understanding of SLA as he believes that acquisition of a language if done implicitly, involves the control over the learning task and input.
These definitions of SLA have given a perspective that it is a study of the what, how and why a person is able to understand and use a foreign language learned and the ideal success of language learners is to be competent and utilise the elements of target language in a communicative prospect. The what, how and why of SLA are the guides to seek the differences and substances of the language learned, the mental and cognitive process involved, the variability in learners and group related phenomena.

SLA in Terengganu
The Performance Management and Delivery Unit (PEMANDU) of the Prime Minister Office had highlighted schools in the states of Sabah, Kelantan, Terengganu and Kedah as the major contributors to the SPM English language failure rates in Malaysia (NST, 2013). It was identified that failures were particularly acute in the states mentioned and progressive actions should be taken to reduce the number of failing candidates in the states.
In relevance to the states mentioned, the Terengganu Education Department declared that 5500 or 27% of the students who sat for SPM in Terengganu failed in the English language subject based on statistics since 2010 (Bernama, 2014). Datuk A.Rahman Yahya of the State Economic Planning Unit had also stated that although Terengganu has consistently been among the top performer in national exams, the performance in English is not up to par with the national target (NST, 2015). This is evident in the comparisons of the state and national Grade Point Average (GPA) for the English language subject (JPNT, 2015). Since 2011, the state GPA has been lower than the national GPA with the biggest gap of 0.44 point in the year 2011 and 2014.
In a similar statement, the state Education, Higher Education and Special Affairs Committee chairman, Ghazali bin Taib, saw the mastery of English among students of Terengganu, in primary and secondary schools alike, were not just weak but critical (Bernama, 2014). He explained that the acceptance of the people in Terengganu to converse in English on a daily basis is seen as rare and critical compared to other states on the West Coast, where the language is widely used in the public and social domain. The unhealthy culture of belittling others trying to use English language was seen as the barrier to succeed in the acquisition of the language especially when examination is the indicator.
In relation to the fully residential schools in Terengganu, even though with zero failures in the SPM English language paper from 2011 until 2015, there were two remote cases of E grade recorded in the year 2011 and 2014. With an average of 665 SPM candidates each year, although students achieving A grade in the subject seemed to dominate the statistics, almost 50% of them only scored a minimum credit of D grade and highest credit of B+ in SPM.
These so called 'academically excellent' students were offered a place in fully residential schools through a minimum B grade in their UPSR or PT3 results. Hence, it somehow raises questions on their actual language ability and what the problem seem to be that hinders their progress.

2.3.Socio-Educational Model
Triggered by the question on how some people can learn a foreign language quickly and expertly but some failed, Gardner and his colleagues (1972) centred their focus studying individual differences in foreign language skills in adolescents in a school setting. Based on a series of studies carried out for over twelve years, a sociopsychological theory of second and foreign language called the Socio-Educational Model was later developed in 1985.
The model was first proposed in 1974 and undergone revisions to stress the idea that languages involve the acquisition of skills or behaviour patterns which are a salient characteristic of another culture (Gardner, 1985). This study will focus on the relationship between parental roles and ethnocentrism as external influences in the acquisition of L2 and also the relationship between individual differences aspect which is the students' orientations in the SLA.

Orientation, Ethnocentrism, Parental Roles and SLA
Ali, Wyatt and Van Laar's (2015) study revealed that the effect of motivation is significantly greater when it is supported by integrative orientation which has a direct positive impact on English achievement. Similarly, Chiang (2018) has also proven a positive correlation between integrative orientation and English achievement in his study among Taiwanese students. This clearly supports Gardner's theory that integrative orientation has a deeper impact on language learners to expend effort to master the target language.
On the other hand, there are also studies which resulted in more instrumentally orientated participants. On and Cheon's (2017) research among Korean learners resulted in increased instrumental orientation compared to integrative orientation. In addition, a similar result was revealed in a study by Aladdin (2017) where participants showed higher instrumental orientation. The result indicated that learners are interested to learn L2 due to its practical reasons to pass the subject or to find a good job.
Interestingly, there were also studies that resulted in both integrative and instrumental orientation among its participants. In a study by Wahidi, Samad, Fitirani & Samad (2018), the students have both integrative and instrumental orientation where the students agree it is important to have better understanding of the way native speakers think and the target language is the sole resource for their dream career. The result is similar to Coskun's (2018) study on motivation of foreign language learning of 1222 students in Albania.
In regard to ethnocentrism, research on the correlation between ethnocentrism and language learning has on many occasions came up negative. Meeusen, de Vroome and Hooghe's (2013) research findings indicated there is a negative relation between education attainments and levels of ethnocentrism, proving that the higher level of education an individual attains, the lower the level of ethnocentrism he has. Another research was carried out among 630 Japanese learners with low proficiency in English to test the validity of Gardner's socio educational theory in a monolingual context in Japan (Lee, 2012). The results also showed negative correlations between ethnocentrism and language learning.
Nonetheless, in a study to assess the degree of students' ethnocentrism and English as a Foreign Language interests, Su (2018) revealed that there is a significant relation between the two factors. Although the highest correlation found was between learners' interaction engagement, ethnocentrism is related to intercultural sensitivity which affects the students' readiness and interests in learning English.
This is similar to Lajos' (2018) research on the consequences of multiculturalism on high school students in Serbia. With the assumption that the degree of multilingualism could be associated with the level of generalised ethnocentrism, the study resulted in the group with a higher degree of multilingualism showing a lower level of ethnocentrism. It can be concluded that openness to learning other languages and treating them as important carriers of culture can help improve an individual's language acquisition.
The role of parents in academic achievement is undeniable in every level of education. Elementary school is where students can progress successfully and the first year is crucial for children to acquire basic reading and writing skills. Parental involvement is needed yet some parents are not knowledgeable on how to be involved and it was found that families with high socio-economic status are better at supporting students, working together and helping them at home ( In addition, a study done by Erikson (2018) on approximately 28000 Swedish school children to identify the association between parental education and educational attainment of their children has revealed that parental education is more highly associated with educational attainment than their earnings. This proves that having educated parents influence the education of their children too.
On the other hand, Mata, Pedro and Peixoto (2018) related through the result of their study on parental support and students' motivational orientation, that if the children experience a positive and enjoyable emotion during interactions with their parents pertaining to learning, they will be more motivated to learn and perform in school.

Methods
This study applies the descriptive correlational design to test the hypotheses using a sample drawn from the population of form four students from all the five boarding schools in Terengganu.
A total number of 275 students were taken as the subjects for this study stratified to students from the state of Terengganu having both Terengganu parents, studying in these schools and excluding students of other states. This is to gain control over the validity of the data concerning only the students of Terengganu without interference of other states.
For this study, a questionnaire was designed and utilised adapting orientation instruments from Gardner and Lambert (1985) and Pintrich et al (1997); ethnocentrism by McCroskey & Neuliep (2012) and the parental roles instruments are from Gardner and Lambert (1985). The first part of the questionnaire (Section A) was the demographic background to be filled by participants which  The results reveal that there is a significant relationship between orientation and SLA, hence the hypothesis is accepted. Nevertheless, the relationship between both orientations and SLA is modest/mild based on the interpretation of correlation suggested by Dancey and Reidy (2007). Consequently, with the presence of significant correlations between integrative and instrumental orientation in SLA in this research, it is believed that the presence of both orientations is the evidence of the humans' complexity as certain might feel both integrative and instrumental reasons apply to them or neither reasons apply (Gardner, 2010).

3.1.2.Ethnocentrism
The results reveal that there is a significant relationship between ethnocentrism and SLA, hence the hypothesis is accepted. Nevertheless, the relationship between ethnocentrism is modest/mild or considered weak based on the interpretation of correlation by Dancey and Reidy (2007). Although 7 out of 26 correlations were statistically significant and were greater or equal to rs (273) = +.13, p<.05, two-tailed, they do not affect the respondents' SLA. This is true as 199 (72.4%) respondents scored A (Excellent) grade, 58 (21.1%) respondents scored B (Good) grade and only 18 (6.5%) respondents scored C (Satisfactory) in PT3 English language exam.  Overall, the results revealed that there is a significant relationship between parental roles and SLA, hence the hypothesis is accepted. Nevertheless, the relationship between parental roles and SLA is modest/mild or considered weak based on the interpretation table of correlation by Dancey and Reidy (2007).

Discussions
In this research the respondents were integratively and instrumentally orientated. These students highly believed that by learning English, it will be helpful for them to communicate with more people. This is true in their context of fully residential school environment where they 14 The Relationship between Orientations, Ethnocentrism and Parental Roles in Second Language Acquisition among Form Four Students of Fully Residential Schools in Terengganu participate in activities involving other cultural groups. Not only will they be able to meet foreign students but it will help them to converse with other Malaysians who speak English too in these programs.
Students in residential schools are exposed to activities that require them to converse in English, be it in academic or co-academic activities. Annual programmes like Hari Kecemerlangan Sekolah Berasrama Penuh Debates, Fully Residential Schools Symposium and Malaysia International Young Inventors Olympiad to name a few, are co-academic activities that are prestigious and requires high English fluency. This challenges the ability and desire of students in order to participate, hence, they are internally driven to learn and excel in their L2 which is English.
These national and international programmes also involve the participation of foreign students which exposed students to a variety of communities of the world. Therefore, the ability to converse in English will definitely provide an advantage to them to interact with these foreign students to share their interests to have closer liaison with another language community.
As the relationship between ethnocentrism and SLA is modest in the current research, this explains the reason why a majority of the respondents excel in their SLA where they scored A in their PT3 English language exam. A correlation coefficient done between ethnocentrism and SLA among respondents who scored B and C however resulted in negative significant relationship.
The composition of all Malays in the selected fully residential schools may have also contributed to the result. Being in the same ingroups with similar cultural traits has minimised the differences that could contribute to major clashes in identity and understanding which help the students to excel in their English. Moreover, the fact that these respondents are in a total institutionalised surrounding has somehow moulded them into a unit who understand and follow certain flow of thinking set by the administration.
Although the findings showed that a majority of the respondents have difficulties to cooperate with people who are different, it does not affect their overall performance in the language. This clearly does not support Gardner and Lambert's belief that having a strong ethnocentricity will hinder the learner's success in learning a L2. With integrative orientation, these respondents have outweighed their ethnocentricity which leads to their success in mastering the language.
Even if the respondents have unfavourable attitudes towards the language or specifically the values and customs of the native speaker, they could succeed in acquiring English. Moreover, although the respondents are not interested in the values and customs of other cultures, their awareness of the importance of English for their future have geared them to score well in the PT3 exam.
Based on the findings of this research, it is found that parental roles only have weak relationship in SLA. It is evident in the research that the respondents' parents are aware of the importance of mastering English as they have stressed the idea to the respondents. The parents have played their roles consciously to encourage the respondents to learn English and to do well in it. This is because they know that English will benefit their children when they leave school. As parents are aware of this, it could be explained that the respondents' admission to fully residential schools is also decided upon the idea that these schools could provide a conducive environment to use English.
The weak relationship between parental roles and SLA could be caused by the limited involvement of parents in their SLA due to total institution. Boarding school is a form of total institution and as the respondents are fully residential schools students, their day's activities are tightly scheduled and carried out in a large batch of other students who are required to do the same thing together. Hence, parental roles are weak as these respondents spend their time mostly with friends and teachers in the schools but have limited access to their parents.

Conclusions
This research concluded that the respondents are both integratively and instrumentally orientated. This significantly suggests that the respondents are motivated to learn the L2 to identify with the other language and also for its pragmatic reasons. The positive significant relationship between ethnocentrism and parental roles in SLA found in this research support the concept of complex social and personal variables that can influence SLA.
Ethnocentrism represents the social-cultural milieu in which the respondents live and parental roles are related to the respondents' personal family background. Gardner (2005) clearly explained that learners, in a form of their cultural background, beliefs on the value and need of learning the language, expectations about possible success and differences in their personal backgrounds and histories will produce linguistic and non-linguistic outcomes. In this case, the linguistic outcome is majority of the respondents were successful at their mastery of the L2 where 199 (72.4%) of them scored A which is an excellent level.
This research resulted in positive significant relationships between orientations (integrative and instrumental), ethnocentrism and parental roles in SLA where all the variables have modest correlations to SLA. However, having majority of the respondents excelled in their acquisition of the L2 can only be clarified by the context of the formal and informal learning of L2 which is in fully-residential schools. Dornyei (2005) explained that school is a specific group context with its own group norms with its overt and covert rules and routines that may include explicit school regulations and unofficial norms of learner behaviour. Receiving formal and informal language lessons in the environment of fully-residential school possibly involves other affective variables which explain the modest correlations between all variables.


DEVELOPMENT MODEL TRAINING BALL HANDLING FOR BASKETBALL ATHLETE SENIOR HIGH SCHOOL

The goal of this research and development is to produce development model training ball handling basketball for basketball athlete Senior High School. This research and development also done to find out in depth about: increased mobility in basketball athlete Senior High School and know the success rate development model training ball handling basketball reviewed from : effective, efficient, traction, productivity of the athlete in doing ball handling basketball for basketball athlete Senior High School. This research and development uses qualitative and uses development research methods Research and Development (R & D) Borg W. R and Gall. M. D. which uses 10 stages of development. The steps in this development research start from the following : (1) Research and information collecting, (2) Planning, (3) Develop preliminary form of product, (4) Preliminary field testing, (5) Main product revision, (6) Main field testing, (7) Operational product revision, (8) Operational field testing, (9) Final product revision, (10) Dissemination and implementation. Subjects in research and development is basketball athlete Senior High School. The results of this effectiveness test model training are uses statistical test with formula before-after (pre-test and post-test). The result of the pre-test calculation resulted in 781 with average 50,39 while the post-test resulted in 818 with average 52,77. Thus it can be concluded that the use of development model training ball handling basketball athlete Senior High School is effective in improving the individual skills of basketball athlete Senior High School.

INTRODUCTION
Basketball game is a game played by two teams, each team consisting of five players. Where each player's position has generally been determined its position is as the following : player one as point guard (best ball handler), player two as shooting guard (best outside shooting), player three as small forward (versatile inside player), player four as power forward (strong rebounding forward), player five as post/centre (inside score rebounder). The objectives of the basketball game are to produce as many numbers as possible by entering the ball into the opponent's ring and preventing or blocking the opponent's game from scoring. Besides being a team or squad game, basketball games also require good individual skills from each player. Basketball game has basic techniques such as: (1) passing and catching; (2) Dribbling; (3) Shooting; (4) Ball Handling; and (5) Rebounding. One of the basic techniques that must be mastered is ball handling, this is because athletes have the good technique ball handling, then it will be easy to master the other basic techniques and can be superior to other athletes. Moreover, ball handling is techniques that practice using high speed and do it with the right timing. This is very necessary to break defense from the opponent. The results of observations by researchers when basketball athlete do the exercises and reviewing videos during practice and matches. So the researchers described that problems that affect basketball ball handling technique divided into two problems, including from the coaches and from the athletes themselves. The coaches include: (1) Lack of knowledge about ball handling technique, so that the coaches cannot develop individual skills from athlete; and (2) Ball handling technique less important than other basic basketball game techniques. Meanwhile, athletes include: (1) The difficulty of learning a ball handling technique, and need a good physique; (2) Training of ball handling techniques is saturating, because must be done repetitively; and (3) Timing in improper ball handling. Based on the explanation above, it is necessary to use research model training ball handling for basketball athlete senior high school. In addition, this research will be adjusted to the concept and the limit researchers in development model training ball handling for basketball which is still lacking, so a development model training ball handling this basketball is required. development model training ball handling this basketball juga adapted to the stage of growth and development basketball athlete tingkatan senior high school, so that athletes grow and achieves according to his age. As for what needs to be considered in development model training this ball handling as follows: (1) Development individual skill athlete to even out individual skill abilities; (2) Give the opportunity for athletes to train harder at their training; and (3) Give spesific tools to make its abilities more effective and progressive. Development model training ball handling product has the following new things: (1) This model training ball handling made with added speed, so it takes a good physique and error rate in ball handling expected to be minimized; (2) Mastery of correct ball handling techniques in deciding the timing that should be used in the match and there is guarding from opposing players; and (3) This model training ball handling arranged systematically from the easiest to the most difficult.

METHOD
The research method implemented in Senior High School to be precise at 3 (three) Senior High School in Cirebon Regency. The time of this research refers to research and development from Borg and Gall it takes two months, which is between February -April 2019. Development model training ball handling basketball which will be compiled and developed in the form of modification and effectiveness of movements in form ball handling training drill basketball to be precise 30 (thirty) training drill ball handling basketball for basketball athlete in Senior High School. These research and development steps refer to Borg. W. R & Gall. M. D. The research using qualitative and quantitative approaches, with research design pra-eksperimental which compares with the situation before and after using the new system (before-after), in this case there is an experimental group. Thus the preexperimental model can be described as follows.

RESULTS AND DISCUSSION
The results of the needs analysis can be seen that : (1) 100 % athlete really like basketball training; (2) 68 % athlete really like offense movement technique; (3) 27 % athlete prefer to basketball training with basketball ball handling concept; (4) 18 % athletes never get basketball ball handling training material with effective movement and high speed; (5) 79 % athlete are very bored when given repeated ball handling material.
After doing the data collection stage and making draft ball handling training model for basketball athlete in Senior High School, next is to do an expert test for get the feasibility or validity of the model made with direct expert judgment. The conclusions from the expert test conducted in 30 draft ball handling training model, all feasibility / valid to use.

Model Effectiveness (trials) a. First Stage Results / Small Group Trials
The results of small group trials conducted on 30 basketball ball handling training models that were evaluated by experts showed that all models were valid, but must be adjusted to the characteristics of students.
After that, testing the significance of the effectiveness and efficiency of the new training model was carried out through the experimental model (before-after). In this experiment, the researchers used assessment data from 10 respondents / athletes on the effectiveness of the old training model shown in the To calculate the average effectiveness of the old training model, we must first determine the ideal score for that training model: Ideal score: 1 x 4 x 8 x 10 = 320 Information : 1: The highest answer score 4: Four points of assessment indicators 8: Eight stages of movement 10: Ten respondents Based on the table above, the amount of data obtained = 208. Thus the effectiveness of the old training model as a whole = 208 : 320 = 0.65 or 65% of the expected criteria. To prove the significance of the differences between the old and new training models, it was necessary to test statistically with a correlated t-test. The formula used is as follows: The next step after the model underwent a stage II revision from the expert was testing the model to a large group using research subjects as many as 60 high school basketball athletes in Cirebon Regency consisting of 30 basketball athletes in the experimental group and 30 basketball athletes in the control group.

Correlated Model Performance Values
Assessment data from 60 respondents / basketball athletes on the effectiveness of the basketball ball handling training model is shown in the following table:


Normative Values of College-Aged Men and Women for the YMCA Bench Press Test for Muscular Endurance

The current investigation reports on percentile normative values of college-aged men and women (18-25 years) for the YMCA bench press endurance test (YMCA-BPT). Previously reported normative values did not include the sample size or population specific information. Participants in this investigation were healthy, men and women who completed a standardized warm-up and then underwent the procedures for the YMCA-BPT. Demographic data are reported along with YMCA-BPT scores including averages of 34.18±12.51 for men, 25.26±10.20 for women and 29.69±12.26 for the combined group (repetitions±standard, respectively). Percentile scores by gender are also reported.

Introduction
Physical fitness, a multi-faceted parameter, is comprised of cardiorespiratory fitness, body composition, flexibility and muscular strength and endurance. Muscular endurance (ME), the ability to sustain a given level of submaximal force or repetitions of that force over time [1], is inversely proportional to intensity [2]. In addition, ME is a common measure selectively associated with physical performance [1] and has also been used as a predictor of health [3]. The Young Men's Christian Association (YMCA) Muscular Endurance Bench Press Test (YMCA-BPT) is a protocol specifically used to assess upper body ME that was first reported in 1989 [4] in the well-known text, "Y's Ways to Fitness." However, the normative values utilized for comparisons of performance were reported with no information on the total number or characteristics of the participants beyond age and gender.
The purpose of the current investigation was to re-evaluate and report new percentile norms for the YMCA-BPT for a college-aged population (18 -25 years) of men and women. A previous version of the American College of Sports Medicine (ACSM) guidelines [5] references the norms of this test that are now more than 20 years old. Overall, normative referencing is a valuable tool that allows an individual to be compared by their test score to a population of peers' performance of the same test. However, it is important that the norms are relevant to the population to maintain their value.

Participants
Two hundred healthy participants, men (n=100) and women (n=100), between 18-29 years of age were recruited from a university population to participate in this project. Participants were healthy, had not been involved in varsity or club athletics (i.e., organized sports teams) in the last six months preceding data collection, had no orthopedic limitations that would have impaired their ability to perform physical tasks, and did not consume alcohol or participate in acute exercise (i.e., physical activity above their daily routine) within twelve hours prior to laboratory testing. The university's Institutional Review Board approved the study and all methods were carried out in accordance with approved institutional guidelines and regulations. All participants provided written informed consent to participate.

Overview of Procedures
Following the informed consent process, demographic information and anthropometric measurements were collected. Height was measured using a stadiometer (Invicta Plastics Limited, Leicester, England) to the nearest centimeter, while weight was measured using a digital scale (BWB-800, Tanita Corp, Japan) to the nearest tenth of a kilogram. Each participant completed an aerobic warm-up and a total of seven stretches designed to stretch all major muscle groups. Following warm-up each participant was instructed on the testing protocol, sat quietly for five minutes, and then performed the test.

Warm-up
All participants completed an aerobic warm-up consisting of treadmill (TMX425 Trackmaster, Full Vision, Newton, KS) walking for five minutes at a self-selected speed between 2.5 to 3.5mph (4.0 to 5.6kph) and 1.0 to 5.0% grade incline. Upon completion, participants performed a series of static stretches targeting the major muscle groups of the legs, trunk, shoulder/chest, and back. Following the stretching protocol each participant underwent barbell bench press familiarization. Using a flat bench with barbell rack that each individual completed five repetitions at 15lbs (6.8kg) for women and 45lbs (20.4kg) for men; Ultra Lite 6 foot (1.8m) aluminum Olympic barbell and weight plates, Hampton, Inc, Ventura, CA) at a pace of 30reps/min via metronome tones at 60beats/min (tone in-synch with top and bottom of bench press cycle; Franz Metronome, New Haven, CT) followed by two repetitions with the testing weight of 35lbs (15.9kg) for woman and 80lbs (36.3kg) for men at the same pace.

Muscular Endurance Testing
The YMCA-BPT protocol [4] was assessed with the participant lying supine on the flat bench with their feet flat on floor. The barbell was handed to the participant by a spotter in the down position (their elbows flexed and palms up), gripping the barbell with hands shoulder-width apart. The metronome was set at 60beats/min, on the sound of the tone the participant pressed the barbell up fully extending the elbows; this was counted as one repetition. In order to continue, participants were required to stay in-synch with the metronome during both the down and extended positions. Participants continued repetitions until fatigue or until the 30reps/min pace could not be sustained; if the participant paused between repetitions they were immediately prompted to continue and if they did not continue immediately the test was considered finished. Participants were encouraged to breathe regularly and perform maximally with a trained and suitable spotter(s) in the standing position over and behind the head of the participant or spotters at each end of the barbell. The maximal number of repetitions were recorded [4].

Data Analyses
Data Analyses. Data was analyzed using SPSS 25.0 (SPSS, Inc, Chicago, IL) and is reported as means ± standard deviations, range, and percentiles.

Results
Anthropometric and demographic information and descriptive results are included in Table 1, while Table 2 illustrates the percentile scores for men and women.

Discussion
The current investigation provides updated normative values for the YMCA-BPT derived from a large group of college-aged men and women. The YMCA-BPT is a common test to assess upper-body muscular endurance that is taught throughout collegiate-coursework in exercise science and often utilized in regimens to assess physical fitness and athletic performance. The guidelines for the YMCA-BPT, including normative values to interpret individual performance on this test, were originally published in 1989 in the Y's Way to Physical Fitness [4]. In fact, the National Council of YMCA of the United States has been a leader in the promotion of physical fitness since the mid-1960s; during the first YMCA national consultations on physical fitness in the early-to mid-1970s, a group of experts in the field of physical fitness, physiology and sports medicine joined together and introduced standards for physical fitness which was published as The Y's Way to Physical Fitness [6]. Since the first edition of the Y's Way to Physical Fitness [6], it has been updated, revised and edited several times in order to include new tests and updated normative values based on the specific needs of the community and an overall comprehensive approach towards greater physical fitness [7,8]. However, the normative data for the YMCA-BPT from which to compare individual's performance was provided at that time without a scientific reference -no detailed information for testing methodology, specific subject numbers or characteristics (beyond age and sex).
Research delimitations, methodologically established parameters placed on data collection, are necessary to establish guidance in interpretation of the results and are well established in the current investigation. Moreover, the limitations, the generalized applicability of the results, which in one sense is a limitation of this investigation, was chosen as the intent was to evaluate college-aged men and women. Normative data for a test provides a valuable tool for comparing performance within specified limits. However, in addition to the present data providing definitive participant characteristics and detail sufficient to compare to the sample an end-user will apply this data to, the need to re-evaluate physical fitness performance test normative data is often less evident. As the original data was over 20 years old, it is important to consider how changes in physical activity over the last few decades as frequently reported in the adolescent [9] and adult populations [10]. Clearly, changing patterns of physical activity may have significant influence on physical performance [11] and likely muscular endurance. In addition, in the United States, average height and weight [12,13] and the incidence of obesity [14] have increased over the last few decades. Given the plethora of anecdotal evidence and the literature to highlight that, to some extent, physical dimensions are proportional to measures of muscular strength and may also influence muscular endurance [15], all told, it is worthwhile to re-evaluate normative values of physical performance tests. Moreover, the current data is derived from a group of men and women who are largely in line with the current mean height, weight and body mass index of the population in the US for this age group [16].
Other popular tests are often used to assess upper-body muscular endurance based on push-ups and chin-ups completed by an individual [4]. These tests are considered good field tests (i.e., limited equipment necessary to complete), however, since they are body weight dependent for resistance they are considered more difficult for participants to complete and do not standardize the workload between participants. Therefore, proposed benefits of utilizing the YMCA-BPT is to predict 1RM strength [17,18] and to compare muscular endurance amongst participants without having to correct for body weight [17]. Additionally, the YMCA-BPT requires minimal form development, for those unfamiliar the testing modality, thus, advocates for this test believe novices are more effective in the execution of the repetition and reduced risk for injury when compared with the push-up or chin-up exercise tests [19].

Conclusions
Normative data is an important aspect of any test. Whereas previously published normative values for the YMCA-BPT did not illustrate the sample size, anthropometric or demographic information for the age group reported on, the present investigation provides these details. Reporting individual performance in comparison to normative values is an important form of feedback as their performance relative to peers may provide insight into strengths and weaknesses of their overall health or may provide more information to aid in the development of an exercise prescription to improve their own physical fitness.


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Political Science
Medicine

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Sustainable Pharmacy Education in the Time of COVID-19

Pharmacy schools and colleges worldwide are facing unprecedented challenges to ensuring sustainable education during the novel coronavirus (COVID-19) pandemic. The experiences of pharmacy educators in the Asia-Pacific region in delivering emergency remote teaching, ensuring purposeful experiential placements, supporting displaced or isolated students, and communicating with faculty members, staff members, and students are discussed. The role of this pandemic in accelerating opportunities for new models of pharmacy education across the world is also discussed.

Since the outbreak of the novel coronavirus in late 2019 , each day has brought breaking news about the disease, updated case numbers, and intense government announcements. These stories vary by global region but suggest a united concern for health care workers, the decisions they have to make, and the availability of vital resources to support their work (eg, personal protective equipment, medications, and ventilators). Personally and professionally, pharmacy educators worldwide have cycled through periods of stress then resilience, fear then relief, pessimism then hope. We have come to realize that there is only one "known": we cannot precisely know what will happen. An editorial by Brazeau and Romanelli advises pharmacy educators to look for opportunity and purpose amid this adversity and, in some instances, tragedy that may surround us. 1 Looking for opportunity and purpose, however, requires educators to approach work differently. In schools of pharmacy worldwide, we are used to long-term planning and staged implementation of major teaching initiatives. We ask each other, "what do we want our graduates to be able to do at the end of the program?" and "How can we support the use of medicines and health technologies over the next 20 years?" The best curricular teams are full of thinkers who begin with the end in mind and then work methodically to forecast, plan, and design for the future. We equally excel at identifying best practices and productively critiquing each other's work until it is near what we believe is perfect. However, crises like the current pandemic challenge traditional approaches to long-term planning, staged implementation, best practices, and near-perfect work. To fulfil our responsibility to each other, our students, and the patients they will serve, we must be agile and connected.
Because of COVID-19, many universities have transitioned to emergency remote delivery of courses (ie, mostly online and with no face-to-face interactions). At Monash University's Faculty of Pharmacy and Pharmaceutical Sciences, we were fortunate in some aspects and challenged in others to achieve remote delivery. First, similar to other programs worldwide, we had recently undergone a curriculum transformation that included increased active learning, a focus on skill development, more experiential placements, and a required research project. Although these higher-yield learning approaches were crucial, they were more difficult than lectures to adjust quickly to remote delivery. Second, in the southern hemisphere, our first semester begins in early March. Therefore, our pharmacy students had only one day of face-to-face instruction on our campuses before the restrictions were implemented. Third, a relatively uncommon aspect of the Monash program is that we teach across two countries (Australia and Malaysia) and, hence, are governed by two professional accrediting bodies (ie, the Australian Pharmacy Council and the Malaysian Pharmacy Board). We follow a needs-based model where the unit coordinators (the equivalent of course directors in the United States) from each campus collaborate via Zoom (Zoom Video Communications, Inc., San Jose, CA) to create instruction and assessments for both cohorts. 2 As some have suggested that COVID-19 has turned our world "upside down," we write this piece to share perspectives from "Down Under." Specifically, we outline ways that we have used sustainability principles to deliver emergency remote teaching, ensure purposeful experiential placements, support displaced or isolated students, and communicate with faculty and staff members and students in the Asia-Pacific region. We also discuss how this pandemic accelerates opportunities for new models of pharmacy education across the world.

Delivering Emergency Remote Teaching
The literature is already brimming with best practices for online learning. [3][4][5] However, because of the short timeframe for implementation, we had to use pragmatic strategies. As a first step towards rapid online delivery, our unit teams in Australia and Malaysia focused on consistency across each year of the academic program (eg, P1, P2, P3, P4) and, when possible, across the entire curriculum. By creating consistency, instructors could more easily deputize and support each other. Also, students would experience similar formats, technologies, and expectations across their classes. As shown in Table 1, we considered each curricular element (eg, lectures) and agreed on a consistent approach for how this would be delivered online.
After prioritizing consistency, we adapted a sustainability mindset, promoting a "reduce, reuse, recycle, and renew" approach. We reduced content, learning objectives, and synchronous learning requirements. We assumed that students could acquire knowledge through online platforms. When campus-based activities return, we plan to implement an intensive period when students will master skills they were unable to demonstrate fully online (eg, extemporaneous compounding). Instructors use asynchronous learning whenever possible to be considerate of students who may be working more pharmacy shifts, have caregiver responsibilities, are ill themselves, are sharing internet bandwidth with others, or had returned to their home country in a different time zone. Moreover, synchronous learning requires more instructor time and resources because of students who may miss activities and require remediation. However, we did create some synchronous touchpoints to build community between students and instructors. For example, instructors for each of our courses walked first-year students through the overall plans for the semester via a Zoom webinar. Following this overview, instructors responded live to questions posted online during the session. Some of our previously planned workshops were reduced in content, but we delivered them synchronously to smaller groups of students. For example, we used the "breakout room" feature of Zoom and randomly sorted students into rooms of two to three to role-play patient counselling.
We reused previous lecture recordings, assessments, and learning materials. When still relevant, instructors reformatted recorded lectures from the previous year. For some of our 2019 lecture recordings, instructors cut these into segments of approximately nine minutes. They then added interactive response questions and activities in between the lecture segments. This enabled students to test and retest between the key concepts. We also reused student questions from previous clarification sessions to develop online posts with frequently asked questions.
Instructors recycled previously created assessments and material for student remediation and self-study. For example, many of our face-to-face workshops were reduced to the necessary components for students to complete online. The activities and materials that were removed from the workshops were used for student remediation and posted as optional activities (eg, practice quizzes) for students who desired more practice with the material.
Finally, our faculty members renewed their connection to crucial academic and practice partners worldwide. We reached out to our medical faculty members to align our expectations of what students could achieve online and what they needed to learn through experience. This dialogue was constructive in keeping expectations harmonized across the health professions. We prioritized interprofessional learning activities, which, despite being more logistically difficult to implement online, emphasized the very teamwork critical during a pandemic response. 6 We also regularly contacted our professional bodies and practitioner partners to stay current with their needs and pressure points. Instructors renewed their commitment to building a community among our learners. For example, we hosted a virtual online welcome ceremony for our international students to help connect learners (especially those new to our university) to other students and resources. During the welcome ceremony, we discussed everything from the new delivery of learning to the cultural role of Vegemite (a food spread) and Tim Tams (a chocolate cookie) in Australia. We even developed a virtual career fair to ensure our graduating pharmacy students could connect with postgraduate internship employers (the next required step for fourth-year pharmacy students in Australia).

Ensuring Purposeful Experiential Placements
The public needs access to medicines and reliable health systems, and these needs are amplified in times of crisis. To address these needs, pharmacists in community and hospital settings are critical. In the professional oath, pharmacists are called to place the needs of others above their own interests. 7 Our students are pharmacists in training who now more than ever are a critical part of health care delivery.
In response to the pressures of COVID-19, we have observed health profession schools take one of three approaches to clinical education: containment, learning, or workforce support. With a containment approach, programs remove all students from practice sites to reduce transmission risk and focus on essential services. In a learning approach, programs keep students at practice sites to participate in their usual activities or observe pandemic response activities. With a workforce support approach, programs "skill up" students to support the pandemic response activities. Examples of the workforce support approach include repurposing medication supplies from different sources, providing information to patients and caregivers, and helping to ensure medication access. Weekly topic learning outcomes Adjustments may be required at the discretion of the instructor LMS announcements Students to receive weekly announcements from course (unit) directors that will summarize the past topic and introduce the next topic Pre-class online learning activities Content reduced to match the new learning outcomes Activities include assigned articles, animations, and videos Interactive lectures Although asynchronous delivery is recommended, the educator may include elements of synchronous delivery Asynchronous delivery: Build interactive lecture into LMS quiz feature to allow repeated review by students Make the quiz as pass or no-pass Add clips of video segments, followed by questions and activities Educator to view the students' combined output and then offer class-wide feedback to the students Synchronous delivery: Live-stream lectures through a video conferencing technology (eg, Zoom) Real-time LMS online discussion board chats between students and instructors Workshops Although asynchronous delivery is recommended, the instructor may choose between asynchronous and synchronous delivery: As a first step at Monash, we followed the World Health Organization (WHO), governmental, and department of health guidance. Next, we connected with medical faculty members to ascertain their approach regarding health professional students in experiential sites during the pandemic. We then connected with the professional and regulatory bodies that support pharmacy practice in Australia and Malaysia. We agreed that sitebased capacities were critical considerations. Finally, we contributed to the development of guiding principles for pharmacy student clinical education during a global health emergency via the Council of Pharmacy Schools (CPS): Australia and New Zealand. 8 Together, the CPS programs advocated for a workforce support approach, ie, the continuation of placements in health settings that welcomed and could safely support a workforce support approach. Through phone and email communications with our sites, we reinforced site-specific adjustments such as restricting students to specific areas or specialties. In Malaysia, however, the government-issued movement control order meant that student experiential placements for all health professional programs had to be delayed.
We had regular communications (email and via Zoom) with our final-year students who were on experiential placements during this period. These were not always easy conversations, including topics like personal health risk, cultural norms (eg, mask wearing), and professional responsibility. We endorsed three options for students: stay on placement to support the health system in somewhat altered roles; take a break from the placement temporarily with an alternate schedule for completing the placement forthcoming; or take an intermission from the degree program for this year. To support student wellbeing, we reinforced the availability of physical and mental health support services accessible free of charge and without stigma. As we were receiving increasing requests from health care settings for pharmacy students willing to take on additional support roles, we started a registry of students who were interested in volunteering for a "surge workforce." Then, we connected with our local professional bodies and sites to support the registry. We also aligned our overall efforts with our medicine, nursing, and allied health programs, taking the approach that where other health professions students are contributing, pharmacy students should be contributing, too. 9

Supporting Displaced and Isolated Students
Before the number of COVID-19 cases increased exponentially in Australia, the virus did not affect the dayto-day lives of most of our instructors and domestic students. It did, however, result in travel bans that kept many of our international students from being able to come to Australia to study. As a team, we led with empathy for what these students may have initially experienced. We encouraged all domestic students to think about what it might be like to worry about a loved one. Only a few months later, this became a shared reality. One of our first actions in establishing an online teaching and learning system for our international students was to recruit Mandarin-speaking facilitators for each of the first-year units. Although our instruction is usually delivered only in English, we thought international students would appreciate communicating the complexities of their situation and being introduced to the active-learning model in their native language.
In addition to empathy, we promoted dignity. It was necessary that these students be able to integrate with their Australian cohorts and feel like they belonged. Early in the pandemic, we emphasized to students that COVID-19 was not a "Chinese" virus and should not be described as such because such misnomers often reflect and perpetuate prejudices. Instead of referring to the students now studying from China as "COVID-impacted students," we designated the displaced students as "Group 9" to mimic our usual student grouping structure (ie, we allocate students into one of eight workshop groups). We were delighted to learn that nine represents longevity in Chinese culture. We supported these students in this distinct way until they joined the wider cohort back in Australia, by which time, most of the program for all students had converted to online delivery.
Although online delivery of the pharmacy curriculum has allowed us to continue training future pharmacists during this crisis, there is no doubt that some access to on-campus instruction better encourages the connections students develop with their school, their peers, and what they are learning. Even in the earliest stages of this remote model of education delivery, we were hearing students grieve over the loss of casual interactions with their peers, and participating in cocurricular activities and social events. Although some students find distance education more convenient, many say it is difficult to motivate themselves to learn deeply when they lack these personal connections. Academics are mourning this as well. The memories of our collegial interactions at libraries, coffee shops, and conferences leave holes in the university experience for faculty members as well. Because of this, we are inspired by the burgeoning socialization efforts such as virtual coffee chats, happy hours, house parties, game competitions, and even formal balls.

Communicating With Faculty Members, Staff Members, and Students
Our students had many questions about the changes in the instructional models, the use of new technologies, whether they should go back to their home countries to study, and whether they should continue in the program at all. To address these systematically, our university initially chose to centralize all student communications. This is a well-founded crisis management practice designed to reduce the risk of confusion among stakeholders. Because our local instructional approach is very hands-on, however, our pharmacy academics struggled with this perceived distancing. Once decentralized communications were allowed, we sent out streamlined email announcements and recorded open-ended webinars between instructors and students. Our student liaison committee, which includes representatives from each cohort and key student organizations, continued to meet virtually. We also held weekly Zoom check-in sessions for all first-year students and Zoom SnackChat sessions for all students to mimic our usual practice of gathering for informal discussions.
To familiarize students and instructors with new technologies, we provided training and resources on adapting our virtual meeting technologies (ie, Zoom) for use in teaching. Training included functionality, etiquette for video conference calls, and recorded examples. Instructors assisted each other in conducting pilot tests of new teaching formats. We created a special section for COVID-19 adjustments on the Education Community of Practice housed on our learning management system (ie, Moodle).
Faculty and staff members received regular email updates from university and faculty leadership. The latter were particularly important, as university-wide messages can never fully capture all faculty-specific issues in the midst of a rapidly evolving crisis. Moreover, it is common in these situations for stakeholders to experience "message fatigue." Faculty and staff members are more likely to respond to targeted communications that reiterate and/or contextualize university communications. Our dean emphasized the programmatic need to deliver on our mission of high-quality education and research, while ensuring workforce safety and sustainability. In brief, the goal was to focus on the "Three L's": lives, livelihoods, and learning. We utilized social media to showcase how our education was being delivered and to normalize our approach. Our leadership acknowledged publicly that changes would require reprioritization of our normal activities to ensure that we maintain our operations without compromising student and staff health. This meant that we postponed some events and initiatives because academics were contending with substantial changes to the way education was delivered and research was conducted. Most importantly, we provided flexibility to faculty and staff members to fulfil their roles. Each staff member worked with their supervisor to address their concerns and tailor a flexible working arrangement.

Accelerating Opportunities for New Models of Education
When the COVID-19 crisis abates, education and health care will be forever altered. Academic leaders, instructors, and students will be changed. Perceptions of geographic borders will be changed. This is not unlike how we had already been seeing our health care systems change. In fact, initiatives previously predicted to take decades were implemented in a matter of days. In Australia, restrictions to telemedicine and electronic prescribing were removed overnight. Almost daily, the Australian government announced new funding streams that affect health care, eg, an outpouring of funding for telemedicine, free childcare for health care workers, greater backing for mental health support, and more. Likewise, the customary understanding of our academic workplaces will be changed. Managers will be more comfortable with academics working from home. This will likely extend beyond education to biomedical research. Instructors will be more comfortable with a variety of technological platforms. Researchers will see the emergence of completely new industries, which has often been the case after an economic recession or depression.
This article describes the efforts of academics, practitioners, and students in one university across two countries in the Asia-Pacific region adjusting rapidly to the educational challenges of the COVID-19 pandemic. Some of what we at Monash University have experienced during this pandemic may be different from the realities faced by universities in other parts of the world. However, despite the geographic distance between us, we suspect much of what we have described will ring true, particularly with other pharmacy educators. Although we have set aside some of our academic traditions to deal with the acute phase of the pandemic, our strength as long-term planners will be critical as we enter the chronic phase. To forge a sustainable future in health care, pharmacy educators must reduce, reuse, recycle, and most importantly, renew. Indeed, this experience has amplified the need for schools and colleges of pharmacy worldwide to work together. It may also accelerate motivation within pharmacy education to endorse global curricula the way other health professions are considering. 10 Regardless of region, we have a collective responsibility to prepare pharmacy students to be practice-ready and team-ready for now and for the next global pandemic.