How does someone coach a sport they’ve never played? For Mr Iskhandar Abdul Talib of Yuying Secondary School, the answer was to lean on the fundamentals he already knew as a PE teacher – then learn alongside his team.
To build skills quickly, he first turned to the Game Concept Approach, which teaches core tactics through modified games rather than repetitive drills.
“When students need to improve their sideline shots (a serve, kick, or spike that lands just inside the side line, making any return a tough sideways reach), I create a simple incentive – three points instead of one for scoring there,” he explains. The extra reward nudges them to attempt tougher plays and think strategically about positioning.
Beyond game design, Mr Iskhandar also relies on Differentiated Instruction, matching challenges to each player’s ability. “Beginners focus on five consecutive juggles, while more experienced players aim for 20 or more. This way, nobody’s bored or overwhelmed,” he says.
These methods proved vital when the school suddenly had no sepak takraw coach just before a major competition. Mr Iskhandar stepped up. “As one of the teachers-in-charge of the CCA, I was already handling court bookings, jersey orders as well as training supervision then. I couldn’t let these students enter unprepared,” he recalls.
This coaching opportunity was a win-win: “While helping my students prepare, I’m expanding my own coaching repertoire and playing a sport I didn’t get to play as a kid.”
This also meant admitting to his students that he, too, was learning.
“I’d practise with the Secondary 1 students,” he shares. “They’re beginners, like me. And when I make mistakes, they see that even the coach is learning. That’s important. It shows them that learning isn’t just for students.”
Getting students to put skin in the game
What energises Mr Iskhandar are the students who are really passionate about sepak takraw. But as with any sport, there are also students who are newbies like him, and who are just trying it out.
“Not every kid who joins a CCA actually wants to be there,” Mr Iskhandar admits with a chuckle. “Some just show up to fulfil requirements. My job is to make them want to participate.”
Rather than relying on repetitive drills, he gamifies training to keep students engaged. One of his favourite methods? A juggling competition.
“Students have to keep the ball in the air as long as possible. If they drop it, they do tuck jumps,” he explains. “It’s not a punishment – it’s fitness, and it’s a challenge. Suddenly, they care about keeping that ball up in the air.”
For student Casper Lim, the team’s camaraderie is what keeps him coming back to training. And his skills have improved along the way too.
“At first, I thought training would just be drills and practice, but it turned out to be really fun because of the challenges we do as a team,” says Casper. From struggling to control the ball, he can now juggle it consecutive times – a feat for someone who wasn’t into sports before.
“If Mr Iskhandar can do it, so can I,” he adds.
Using tech to break down movements
Mr Iskhandar also found a way to use technology to enhance his coaching.
He uploads GIFs of student movements and uses ChatGPT’s AI capabilities to identify specific improvements needed. When a student struggled with the high kick serve – a move requiring precise timing and body positioning – “the frame-by-frame analysis revealed a slight hesitation and improper body positioning relative to the ball,” he explains.
Of course, not every student is going to care about biomechanics. “They’re 13, 14 years old. I can’t throw complex sports science at them,” he says. “So I make it digestible – ‘bend your knees, lean forward, swing your arms’– the key things that help them improve.”
While technology helps break down the mechanics, Mr Iskhandar grounds his coaching in relationship-building and teamwork among his students.
Building a community of players with different ability levels
Beyond the technical skills, Mr Iskhandar wants his students to develop teamwork and resilience.
“I didn’t want a divide where the ‘good’ players stuck together and the newer ones got left behind,” he says.
He also makes sure his students understand the importance of mental strength.
“In a match, things don’t always go your way,” he says. “So, I train them with scenario-based pressure. If they’re down 10-5, how do they handle that? What’s their mindset?”
This year, the team faced one of their toughest opponents at the National School Games. They knew the odds were against them, but their determination was fuelled by the support of two other teachers-in-charge, Ms Yee Sze Jia and Mdm Absa Ummal.
“During the match, the three of us urged the boys to forget the fancy moves and focus on reducing unforced errors,” says Ms Yee. “They were initially sceptical, but after we explained our reasoning, they adjusted their play – showing their trust in us.”
When it comes to this team, it isn’t just about winning. “The boys feel confident playing sepak takraw because this is an area where they excel in. They are very calm and engaged. Takraw is a safe space for them to demonstrate leadership and support their juniors and teammates,” says Mdm Absa.
Life skills and footwork go hand in hand
This team spirit extends beyond current students, as former students return to help train the team and share their expertise.
Alumnus Adam Amsyar, who attends every training session, often tells his juniors to “never give up”. Currently pursuing Higher Nitec Sports Science at ITE, Adam adds his perspective on footwork and striking skills to Mr Iskhandar’s coaching.
Another alumnus who never misses practice, Nabil Haidar, helps junior players understand the game. “It’s more than just hitting the ball. It’s also how each position relies on each other,” he shares.
This emphasis on teamwork is echoed by Ms Yee: “It’s about showing up and supporting one another.” And it helps when you have a coach like Mr Iskhandar who makes training something students enjoy, not just something they have to do, she adds.
While Mr Iskhandar coaches sepak takraw – he is also learning more about the sport right alongside his students. “Growing up, I watched my brothers play the game, but never played it myself. Now look at me – I’m coaching it,” he says with a smile.
He adds that “you don’t have to be an expert to teach something. You just need to be open to learning, ready to adapt, and make sure everyone has fun”.
When his students see him take on new challenges, they learn to approach new things with curiosity, not take themselves too seriously, and stick with things even when the going gets tough.
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