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PHE Grade 9
e:

Aesthetics: Social Skills in Cheerleading

Assessment
Cheerleading planning and performance
Task:
SocialCollaboration skills 35 - Encourage others to contribute; 30 Manage and resolve
ATL skill: conflict and work collaboratively in teams

Criteria: BCD

Statement of Inquiry

Exploring the connections between energy and movement is essential in creative processes

Performance of Understanding:
Students need to complete a cheerleading workbook where they have to design, explain and
justify a routine and evaluate the effectiveness of the design. (Criteria B)
Students will demonstrate a cheerleading routine where they will apply a range of strategies and
movement concepts and demonstrate a range of complex skills and techniques. (Criteria C)
In the cheerleading workbook students need to analyse interpersonal strategies and analyses and
evaluates the final performance (Criteria D)

MYP objectives:
B: Planning for performance C: Applying and performing
ii. design, explain and justify plans to improve i. demonstrates and applies a range of complex
physical performance and health skills and techniques
ii. demonstrate and apply a range of strategies
and movement concepts.

D: Reflecting and improving

i, explain and demonstrate strategies to
enhance interpersonal skills
ii. analyse and evaluate the effectiveness of a
plan based on the outcome.
iii. analyses and evaluates performance

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 Further Task Clarifications

Goal
Students will develop an understanding of how to use energy, space and movement in order to
create an effective routine.

Role, Audience and Situation/Scenario

Your High School Basketball team has qualified to play in the finals of a large competition, which
will be used for a half time show at an NBA match in Shanghai. Your school is allowed to bring a
cheerleading squad of 4 - 6 people on an all expenses paid trip. Your group needs to work
together to produce an exciting and creative routine that explores how the energy of a
performance is related to movement and space in order to convince the selector to choose your
group.

Performance/Product
Students need to design, perform and evaluate a Cheerleading routine.
In designing the routine, students will:
 Choose an appropriate song that works well with their routine
 Create a routine that is at least 2 minutes long to the music that they have created
 Have dance elements which include space, flow, formation and rhythm
 Have at least 5 gymnastics movements in the routine
 Incorporate at least two lifts
 Have a balance element in the routine
 Have speaking/chanting in the routine
 Have a wide variety of aesthetic movements
 Have a high level of creativity
 Show the planning in a ‘choreography planner’ which includes pictures or videos

In performing the routine, students will:

 Perform the routine as explained in their choreography planner
 Be in sequence with the other members of the group
 Perform the routine with a high level of energy, style and flair
 Perform basic and complex lifts and movements within the routine
 Perform gymnastic movement with correct technique

In evaluating the design, the student needs to:

 Break down the routine design into the essential parts that made it effective, explaining how and
when composition concepts were used and what the consequences were.
 Judges the strength and weaknesses of the design, giving reasons for the plans success or
otherwise, referencing the students performance, and perceived improvements/developments made
by the performers
 Identifying where improvements could/should be made and explain why.

In choosing and demonstrating interpersonal strategies, students need to:

 Discuss interpersonal strategies that they can use to effectively work with their group members
 Give examples of how they have used the given interpersonal strategies that they have chosen

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MYP 4 - Grade 9 PHE
LOA MYP Criteria
Does not reach a standard
described by any of the
descriptors below
ii. constructs and outlines a
plan to improve physical
performance or health
1-2
ii. constructs and describes
a plan to improve physical
performance or health
3-4
ii. designs and explains a
plan to improve physical
performance or health
5-6
ii. designs, explains and
justifies a plan to improve
physical performance or
7-8 health
MYP 5 - Grade 9 PHE -
LO
MYP Criteria
A
Does not reach a
standard described by
any of the descriptors
below
i. demonstrates and
applies skills and
techniques with limited
success
1-2 ii. demonstrates and
applies strategies and
movement concepts with
limited success
i. demonstrates and
applies skills and
techniques
3-4 ii. demonstrates and
applies strategies and
movement concepts
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teacher before completing this task. By submitting this task, you confirm that this is your own work and your work only.
- Criterion B: Planning for performance
Task specific clarification
ii. constructs and outlines a plan to improve physical performance in
cheerleading using a movement composition planner which includes images
or video in its description, an explanation of how the movements are related
to the overall concepts of relationships, space and energy and the context of
creativity.
ii. constructs and describes a plan to improve physical performance in
cheerleading using a movement composition planner which includes images
or video in its description, an explanation of how the movements are related
to the overall concepts of relationships, space and energy and the context of
creativity.
ii. designs and explains a plan to improve physical performance in
cheerleading using a movement composition planner which includes images
or video in its description, an explanation of how the movements are related
to the overall concepts of relationships, space and energy and the context of
creativity.
ii. designs, explains and justifies a plan to improve physical performance in
cheerleading using a movement composition planner which includes images
or video in its description, an explanation of how the movements are related
to the overall concepts of relationships, space and energy and the context of
creativity.
Criterion C : Applying and performing
Task specific clarification
i. demonstrates and applies skills and techniques with limited success, this could
include basic lifts and balances and unsuccessful attempts at more complex skills
ii. demonstrates and applies strategies and movement concepts, some of which
might be: counting beats, performing short linking moves to low then high energy
music.
i. demonstrates and applies skills and techniques such as basic lifts, balances and
jumps with some success
ii. demonstrates and applies strategies and movement concepts, including counting
beats, performing short linking moves to low then high energy music; using a range of
gymnastic and cheerleading moves.
 i. demonstrates and
applies a range of skills
and techniques
ii. demonstrates and
5-6 applies a range of
strategies and
movement concepts
i. demonstrates and
applies a range of
complex skills and
techniques
ii. demonstrates and
7-8 applies a range of
complex strategies and
movement concepts
i. demonstrates and applies a range of skills and techniques including lifts,
balances, jumps, tumbling with some good results
ii. demonstrates and applies a range of strategies and movement concepts, which
may include counting beats, performing short linking moves to low then high energy
music; using a range of gymnastic and cheerleading moves; perform lifts, landings,
rotations, rolls and aspects of flight; movement composition concepts such as flow,
rhythm, tempo and timing.
i. demonstrates and applies a range of complex skills and techniques such as
cartwheels, walkovers, bridges, complex lifts and balances with regular success and
aesthetically pleasing results.
ii. demonstrates and applies a range of complex strategies and movement
concepts, which should include counting beats, performing short linking moves to low
then high energy music; using a range of high level gymnastic and cheerleading
moves; perform lifts, landings, rotations, rolls and aspects of flight; movement
composition concepts such as flow, rhythm, tempo and timing, use of space, levels
and dynamics, force as well as relationships such as mirror and matching, unison and
canon.

MYP 4 - Grade 9 PHE - Criterion D: Reflecting and improving

LO
MYP Criteria
A
Does not reach a standard
described by any of the
descriptors below
i. identifies and demonstrates
strategies to enhance
interpersonal skills
ii. outlines the effectiveness of
a plan based on the outcome.
1-2 iii. outlines and summarizes
performance.
Task specific clarification
i. identifies and demonstrates minimal strategies to enhance
interpersonal skills, which may include the allocation of group roles; being
inclusive; listening to others; taking leadership roles; making positive
contributions to the group.
ii. outlines the effectiveness of a plan based on the final performance of
the cheerleading routine, taking into account the use of flow, rhythm,
tempo and timing, use of space, levels and dynamics, force as well as
relationships such as mirror and matching, unison and canon and their
ability to perform lifts, aspects of flight, landings, rolls and rotations.
iii. outlines and summarizes performance with some key successes.

i. outlines and demonstrates
strategies to enhance
interpersonal skills
ii. explains the effectiveness of
a plan based on the outcome.
3-4 iii. describes and summarizes
performance.
i. outlines and demonstrates strategies to enhance interpersonal skills,
including the allocation of group roles; being inclusive; listening to others;
taking leadership roles; making positive contributions to the group.
ii. explains the effectiveness of a plan based on the final performance of
the cheerleading routine, taking into account the use of flow, rhythm,
tempo and timing, use of space, levels and dynamics, force as well as
relationships such as mirror and matching, unison and canon and their
ability to perform lifts, aspects of flight, landings, rolls and rotations.
iii. describes and summarizes with details of the overall success of the
performance.

5-6 i. describes and demonstrates
strategies to enhance
interpersonal skills
ii. analyses the effectiveness of
a plan based on the outcome.
iii. explains and evaluates
performance.
i. describes and demonstrates strategies to enhance interpersonal skills,
including a description of: the allocation of group roles; being inclusive;
listening to others; taking leadership roles; making positive contributions to
the group.
ii. analyses the effectiveness of a plan based on the final performance of
the cheerleading routine, taking into account the use of flow, rhythm,
tempo and timing, use of space, levels and dynamics, force as well as

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teacher before completing this task. By submitting this task, you confirm that this is your own work and your work only.
 relationships such as mirror and matching, unison and canon and their
ability to perform lifts, aspects of flight, landings, rolls and rotations
iii. explains and evaluates performance including details of the strengths
and weaknesses as well as an overall evaluation of the performance.

i. explains and demonstrates
strategies to enhance
interpersonal skills
ii. analyses and evaluates the
effectiveness of a plan based on
the outcome.
7-8 iii. analyses and evaluates
performance.
i. explains and demonstrates strategies to enhance interpersonal skills,
including an explanation of: the allocation of group roles; being inclusive;
listening to others; taking leadership roles; making positive contributions to
the group; giving, receiving and using feedback
ii. analyses and evaluates the effectiveness of the planning based on the
final performance of the cheerleading routine, taking into account the use
of flow, rhythm, tempo and timing, use of space, levels and dynamics,
force as well as relationships such as mirror and matching, unison and
canon and their ability to perform lifts, aspects of flight, landings, rolls and
rotations
iii. analyses and evaluates performance including a break down of the
essential parts of the performance with details of the strengths and
weaknesses.

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teacher before completing this task. By submitting this task, you confirm that this is your own work and your work only.
 Task 1: Interpersonal Skills (Criteria Di)
i. explains and demonstrates strategies to enhance interpersonal skills

You need to select two interpersonal skills that you would like to
improve in this unit. The goals should be directly related to your overall
group performance. Which skills will be required to complete a well
choreographed routine? Which skills will be needed to work
collaboratively with your group?

Each skill needs two strategies that you can use and apply in each
class.

Possible Interpersonal Skills:

1. Speaking - giving instructions, suggesting ideas, taking leadership
2. Active listening (eg. looking at the speaker- responding to questions)
3. Staying on task, extra sessions, organization
4. Being an active and positive group member, at all times.

Interpersonal Skill List 2 strategies and why they are necessary for this skill. – Then explain 2
examples of how you applied them in your group – and the effect/s on the group

Skill 1. Strategy 1
(eg. Communication )

Explain how you applied the strategy – Explain how you applied the strategy – what
what was the effect within the group. was the effect within the group.

Skill 2. Strategy 2

Explain how you applied the strategy – Explain how you applied the strategy – what
what was the effect within the group. was the effect within the group.

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 Task 2: Performance Plan (Bii)
Picture or Video Move description Explain and justify why this Transiton
move is appropriate. Include (Explain how
movement concepts (flow, the move will
energy, timing) connect to the
following
move)
Me and Parker do a Y lift on This move shows technique and To transition we do
1 the left side then Kaeden
and Akira do the Y lift in the
strength for both the base person and
the person on top. The music at the
a jump then we all
come together for
middle and in the front and time is more calm and this gives the the next move.
Jerry and Gabriel do it on ausience a short break from all the This smoothens
the right side. We do it for 2 jumps and gymnastic tricks. Kaeden the routine and
8beats then at the back Lucy and Akira have a faster timing because makes sure we
does a handtand and goes after they do there jump thing but this dont have only one
into a bridge. Spacing gives the energy to the audience and move. The jump
between each Y lift is 2 this also links with the next move. we do it sycronized
meters and then when we go and that shows our
down at the 14 beat Akira timing skills.
and Kaeden go down and
they do a jump. Me, Parker ,
Jerry and Gabriel finish at
the 16 beat. For the y stand
its up 4 beats 4 beats hold
with the leg up then 4 beats
of on shoulder then 4 beats
down but for Kaeden and
Akira its 4 beat up and 4
beats hold leg then 2 beats
on shoulder and 2 beat
down.
After we all go close to each This gives the audience interest and To transition we
2 other and we form a big
pyramid with Me, Parker,
energy because to go from 3 Y lifts to
a big pyramid and this takes 2 8 beats
stand up then me
and Lucy do a
Lucy and Kaeden on the counting the transition from last move. cartwheel back and
bottom then Jerry and The music during this part isn’t fast jerry and aaira do a
gabriel on the top of us and and this pyramid works and is a cheer roll back then the
Gabriel on the top. Then and like a transition for the fast and rest stay at the
gabriel put his hands up with exciting part of the routine. spot.
Jerry and Akira and they do
a mini cheer then when the
music goes more intense
gabirel does a plank on top
of Jerry and Akira and that
looks cool and makes it
exciting for the audience
then Gabriel get off by
jumping down. This is
different levels and not only
one person doing there own
but all together as one.
Me and Lucy at the back we This move is energetic and fast and it For the transition
3 do a handstand to a bridge.
Then at the front parker and
takes 8 beats to go on the handstand
to the bridge this is a cool move and
we will just move
so we go into 2
kaeden do a headstand from when the others do a tripod. The flow lines, on eon the
a tripod then gabriel and is nice and it has different levels from left and one on the
jerry at the sides do a tripod. one person to two on the top then 3. right then we wait
In between everyone there is for 2 bets tehen do
2 meters and we do our the next move.
moves for one 8 beats and When we transition
the muic at that time is really we move on step.
fast and energetic so when
we all do a special move that
gives the energy off.

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 3 people in one line on the
4 left and 3 at the right then
we all do a cartwheel in
canon except one person
that does its own thing at the
end. Spacing between us
will be around one meter so
that we don’t hit anyone next
to us. The music is fast and
exciting so this moves are
fast and every 2 beat the
next person cartwheels then
kaeden that is at the front
doest his back hand spring
then a front roll into a
handstand then into a
bridge.
Everyone can do a cartwheel but
gabriel and jerry but they can learning
it and this time it could show gymnastic
moves for gabriel and jerry. The
energy is also good and the timing will
be 2 beats long for each cartwheel so
that the middle person can do his thing
after 2x8beats and in between the last
person doing the cartwheel and
kaeden there will be a short pause of 2
beats to give excitement for the next
move.

Task 3: Plan Evaluation (Dii)

(complete after performance)
ii. analyses and evaluates the effectiveness of a plan based on the outcome.

Based on your performance, give an evaluation and analysis of the effectiveness of your plan. Did your moves
work well together? Was there a good flow? Was it appropriate for the level of the performers? Did the plan allow
you to achieve the highest performance grade? (Max half page)
The moves worked well and the timing was really good and we were sycronized. The clapping in the beginning was
energetic and the audience enjoyed it. The plan problems were the ending when Lucy and Jerry lifting Akira then
Kaeden and Parker lifting Gabriel and I was at the front doing a split, the problem was that they practiced on
Tuesday when I wasn’t there so I didn’t know the end and they forgot to tell me that it will be 36 beats and before it
was 8 beat so I just did a split and sat there akwardly but if there was 36 beats I would have done a handstand to a
bridge then a spit. There was good flow and good routine timing and when we did a stradle jump everyone was on
jump and we landed together and it looked nice and we were counring the beat to do it at 1 and land together at 4.
The planning for the Y stand was wrong because we wrote what we were supposed go up for 4 beats but we
always do it 2 beats up even when we planned it as 4 beat up. The plan allowed up to get all of the timing well and
the skills we can do and it showed our highest performance grade and we had all of the skills we can do. The
stadle jump creates height.

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 Task 4: Performance Evaluation (Diii)
iii. analyses and evaluates performance
Break down the essential parts of the performance and explain some of the strengths and weaknesses. Consider
the audience’s engagement with the performance and the overall routine. (max half page)

The perfomance problem was when we did the lifts and akira went down 2 beats faster then Gabriel but overal we
did all the moves on time and well. One more performance problem was the cheering because we needed to wait
for 4 beats but Gabriel forgot and basiclly need the cheer a little earlier but then he waited for us and we did it on
time and people were ingaged in it and they found it funny how we messed up a little. The audience really liked the
plank that Gabriel did in the pyramid and they liked the Y stand and people were clapping and cheering! The
audience helped us (they cheered) because in the beginning we were off timing a little and when we messed the
cheer up the audience didn’t mind and they actually cheered and gave us confidence to do better! When Kaeden
did his cool hand spring and then a cartwheel into a handstand into a bridge everyone was staring at him and they
were super surprised and they loved the moves!

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teacher before completing this task. By submitting this task, you confirm that this is your own work and your work only.