12

HOPE
First Semester
(First Quarter)

LEARNING ACTIVTIY SHEETS

 Republic of the Philippines
Department of Education

COPYRIGHT PAGE
Learning Activity Sheet in HOPE 12
(Grade 12)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for exploitation of
such work for profit.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must
be acknowledged. Derivatives of the work including creating an edited version, an enhancement of
supplementary work are permitted provided all original works are acknowledged and the copyright is
attributed. No work may be derived from this material for commercial purposes and profit.
Consultants:
Regional Director : ESTELA L. CARIÑO, EdD., CESO IV
Assistant Regional Director : RHODA T. RAZON, EdD., CESO V
Schools Division Superintendent :ORLANDO E. MANUEL, CESO V
Asst. Schools Division Superintendent(s) : WILMA C. BUMAGAT, PhD
CHELO C. TANGAN, PhD
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
Chief Education Supervisor, CID : ROGELIO H. PASINOS, PhD

Development Team
Writers: VICTOR ANTONIO, Aparri School of Arts and Trade, School, MONAR C. MANUEL, Gonzaga National High School
RICHARD T. ARELLANO, Ballesteros National High School MEL LOUIS J. UNIDA, Gonzaga National
High School SDO CAGAYAN
Content Editors: JAMES MIKE O. CADAY, Gonzaga National High School, NELSON L. GACUTAN, Enrile Vocational High
School, SDO CAGAYAN, ROCKY T. BANATAO, Cagayan National High School, SDO TUGUEGARAO
Language Editor : MARIA ELOISA J. JAVIER, Gonzaga National High School, SDO CAGAYAN
Illustrators : Name, School, SDO
Layout Artists : Name, School, SDO
Focal Persons : EDWIN M. TAGAL, EPS-MAPEH, SDO CAGAYAN
Division LR Supervisor
DENIS M. AGBAYANI, EPS-MAPEH, DepEd RO2-CLMD
RIZALINO G. CARONAN, EPS-LRMDS, DepEd RO2-CLMD

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph

i
 Table of Contents

Title Page number

Dance as Stress Management ..................... 1

Philippine Folk Dance ..................... 7
Frequency, Intensity, Time, & Type (FITT) Goals Based
on Training Principles ..................... 14
Cheer Dance ..................... 19

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph

ii
 PHYSICAL EDUCATION AND HEALTH 12

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

DANCE AS STRESS MANAGEMENT

(Week 1 & 2)

Background Information for Learners

Dance can be used in so many ways. One of the functions of a dance is to relieve stress. In
able for us to avoid chronic illness or diseases, we opted to seek activities that may help us to
have a healthy living. Avoiding stress can make our life easy and much more fun. Through
dancing, we lead to a healthy lifestyle.
Dance is purposeful. It plays a vital role for self-expression and has been part of rituals and
religious gatherings. It is also part of our culture and traditions throughout the years. It wa
s passed from one generation to another. Its functions become extensive that it can even
create a great impact in our daily lives.
Dance is a form of exercise. It provides proper body coordination, mobility and reduces
tension in the body. It calms our mind and releases toxins in our body.
Dance offers a creative outlet for people to express their personalities in a safe
environment
Your work environment is not always the best place to express who really you are. More
often, than not, you need to be a more buttoned up version of yourself and hide much of
your inner self. Dancing offers an outlet for people to express who they are- through music,
movement or even costumes. Dancing helps you connect to whom you really are.
Dancing Improves Your Physical Health
From weight loss, to increasing flexibility, stronger bones and building muscle tone, dancing
is a total body workout. Dancing can be a way to stay fit people of all ages, shapes, and sizes.
It has a wide range of physical and mental benefits. And nothing makes you feel less stressed
than when you know you are doing great things for your physical and mental health.
It is well- known today that stress is a silent killer and causes things from inflammation in the
heart to psychological distress. However, you can avoid these terrible effects by taking simple
measures like dancing.
Three Ways Why Dancing Relieves Stress

1. When the Body Feels Good, The Mind Does, Too!

• The scientific reason why dance can act as a stress reliever stems from the idea that
when the body feels good, the mind does, too.

1
Note: Practice personal hygiene
always.
 • Any type of physical activity releases neurotransmitters and endorphins which
alleviate stress. Neurotransmitters are chemicals within the brain that help
communicate messages throughout the body.
• Endorphins are the body’s natural painkiller to reduce stress and improve the mind’s
perception of the world.

2. Dance Offers a Creative Outlet for People to Express their Personalities in a Safe
Environment
• Dancing offers an outlet for people to express who they are––through music,
movement or even costumes.
• Dancing helps you connect to who you really are. Leave that suit or pencil skirt at
the
office and trade it in for sparkles and spandex.

3. Dancing Improves Your Physical Health

• From weight loss, to increasing flexibility, stronger bones and building muscle
tone, dancing is a total body workout.
• Dancing can be a way to stay fit people of all ages, shapes, and sizes. It has a wide
range of physical and mental benefits.

Dance is a viable and enjoyable activity, a potential career for other people especially to
people with disabilities who face several barriers to participation and training. The main
barriers include attitudinal, aesthetic, training related and logistical in nature, with further
barriers related to physical access and a lack of knowledge or available information about
opportunities.

Learning Competencies with code:

PEH12FH-Ig-i-6 Self-assesses health-related fitness (HRF) status, barriers to

physical activity assessment participation and one’s diet
PEH12FH-Ia-t-8 Engages in moderate to vigorous physical activities (MVPAs)
for at least 60 minutes most days of the week in a variety of
settings in- and out-of school
PEH12FH-Ik-t-9 Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort
PEH12FH-Ik-o-10 Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
PEH12FH-Ia-t-12 Demonstrate proper etiquette and safety in the use of facilities
and equipment
PEH12FH-Ik-o-13 Participates in an organized event that addresses health/fitness
issues and concerns

2
Note: Practice personal hygiene
always.
Activity 1: FACT OR BLUFF
Directions: Dancing has a wide range of physical and mental benefits. Distinguish whether
the following statement is a FACT or a BLUFF. Write your answer in a separate sheet.
1. Improves condition of your heart and lungs
2. Increases muscular strength, endurance, and motor fitness
3. Increases self-centeredness
4. Improves muscle tone and strength
5. Weight management
6. Increases risk of osteoporosis
7. Provide better coordination, agility, and flexibility
8. Improves balance and spatial awareness
9. Increases physical confidence
10. Decreases self-confidence and self-esteem

Activity 2: BREAKING THE BARRIERS

Directions: Copy the table below in a separate sheet and identify what barrier does each
statement shows. Write your answers in the specific columns provided then state the ways on
how to overcome the barriers on third column.

Physical Activities Barriers Ways to Overcome the

Barriers

1. Rainy and windy day

2. Absence of gymnasium

3. Tiredness and
restlessness

4. Unavailable time

5. Afraid of sprain

3
Note: Practice personal hygiene
always.
Activity 3: PLAN AND EXERCISE
Directions: Create at least five aerobic workout programs designed at home that keeps you
healthy and improves your immune system. Write-down the routine/step, counts, repetition
and
sets of each program. Write your answers on a separate sheet.

Routine/ Step Counts Repetition Sets

Example: Hop with double
16 4 3
step touch

Activity 4: MY AEROBIC WORKOUT

Directions: Execute the workout program you designed in 1-3 minutes. Send the video online
through Facebook, messenger, or email provided by the teacher. You may perform solo, with
your friends or any of your family members.

Rubric in evaluating your performance

Criteria Excellent Very Good Good Satisfactory

(4) (3) (2) (1)
Maintain/s Maintain/s have difficulty in seldom maintain/s
Execution precision and focus precision and focus maintaining precision and focus
20 points throughout the during the precision and focus during the
performance performance during the performance
performance
Perform/s steps Perform/s steps Perform/s steps Perform/s steps
Creativity with high level of with mastery while with mastery but with low or no
20 points mastery while creating sufficient could hardly adapt mastery and not
creating several formations to varying capable of creating
formations formations formations
Timing Movement are Movements are in Movements are Movements are
10 points always in time with time with the beat sometimes in time seldom in time with
the beat of the of the music with the beat of the the beat of the
music music music

4
Note: Practice personal hygiene
always.
 Activity 5: TRUE OR FALSE
Directions: Determine whether the following sentences are useful in reducing your risk of
heat illness or not in dance. Write your answers in a separate sheet.

1. Be aware of heat illness symptoms

2. Keep hydrated
3. Monitor weather and temperature conditions
4. Modify activity and take lesser breaks
5. Wear dark colored clothing
6. Match fluid intake with sweat and urine losses
7. When the body is properly hydrated, urine output is clear/light and color should
be monitored between performances to avoid the cumulative impact of
dehydration over time.
8. Use alcoholic drinks in extreme conditions to replace electrolytes
9. Use cooling fans or air conditioning
10. Be aware with the room temperature during rehearsals

Activity 6: SEARCH AND DANCE

Directions: Watch the video thru the link below and do a demo dance after watching it. Read
carefully and answer the processing questions that follow thereafter. Write your answer in a
separate sheet.
https://www.youtube.com/watch?v=ZWk19OVon2k

1. What did you feel after executing a dance exercise?

2. Is it possible to incorporate any kind of dance into dance exercise? Why did you say so?

3. Aside from HipHop, what other forms of dance can be incorporated in a dance exercise?

Reflection:
1. What are your reasons for not having a time in doing physical activities such as exercise and
dancing?

2. At this time of pandemic, how can dancing help you in relieving stress?

5
Note: Practice personal hygiene
always.
Answer Key:
Activity 1:
1. FACT
2. FACT
3. FACT
4. BLUFF
5. FACT
6. BLUFF
7. FACT
8. FACT
9. FACT
10. BLUFF
Activity 2:
Answers may vary.
Activity 3:
Answers may vary.
Activity 4:
Answers may vary.
Activity 5:
1. TRUE 6. TRUE
2. TRUE 7. TRUE
3. TRUE 8. FALSE
4. FALSE 9. TRUE
5. FALSE 10. TRUE
Activity 6:
Answers may vary.
References:
➢ https://prezi.com/ls6qoce3qptw/the-energy-used-in-dancing/ (Cherish Plummer)
➢ https://www.youtube.com/watch?v=dWe8vtztW-4 (YouTube channel by What’s Up
Dude)
➢ Agcaoili, Jarrel Keane M. et.al. Dance and Recreation for Health First Edition p.1
➢ Santos et.al.,2020 Energy System, HOPE 3, GRADE 12.
➢ https://www.arthurmurraydancenow.com/blog/3-ways-dancing-relieves-stress (Arthur
Murray) https://www.youtube.com/watch?v=ZWk19OVon2k (You Tube channel by
PopSugar Fitness) https://www.youtube.com/watch?v=5a9JBk7Q_ko
➢ https://www.youtube.com/watch?v=VsuiNSrhYG4
➢ Santos et.al.,2020 Dancing Relieves Stress, HOPE 3, GRADE 12.

6
Note: Practice personal hygiene
always.
 PHYSICAL EDUCATION AND HEALTH 12

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

Philippine Folk Dance

(Week 3)

Background information for learners

Folk dances are the indigenous dances of any specific ``Folk`` or the common people. They
are traditional customary or recreational dance forms of a given country which have evolved
naturally and were handed down across generation.

Folk dances are related to every performance in our daily lives, such as customs, rituals, and
occupation of a specific group of people. Most of these dances are related in origin to
religious belief, stemming from emotions superstitions, festivals, ceremonies of birth,
courtship, marriage, death, war, and countless themes common to all people around the
world.

Ethnic dances or Ethnological dances

Are those performed in primitive tribes and have retained their close kinship with religious
ritual and community custom.

Different Types of Ethnic Dances

• Ritual Dances are dances that depict ritual ceremonies. Examples are Dugso
(Bukidnon) and Pagdidiwata (Palawan)
• Life Cycle dances are dances relating to the cycle of human life such as birthing,
courtship, wedding, and Funeral. Examples are Binasuan (Pangasinan) and Daling-
daling (Muslim courtship dance from Sulu)
• Occupational dances are dances that exhibit work and occupation of the dancer.
Examples are Mag-Asik (Cotabato) and Mananagat (Cebu) dances.

According to Francisca Reyes Aquino (MOTHER OF FOLK DANCE IN THE

PHILIPPINES) folk dances maybe classified according to geographical extent of origin,
nature, speed of movement, formation, and distinguishing feature. Lately, folkloric specialists
merge regional and functional classifications to sort out the different dance materials
(Lopez,2006)

The three major regional classification of Philippine folk dances are tribal dances from
the
Cordilleras, lowland Christians, and Muslim dances.

1. Tribal dances from the Cordilleras include non-Christians dances from the Cordilleras.

2. Lowland Christian dances are dances coming from places with Western influences as that
of the Tagalogs, Ilocanos, Pampaguenos, Pangasinense, Bisayans, and Bicolonas.
These dances are influenced by Hispanic and European cultures.

7
Note: Practice personal hygiene
always.
 3. Muslim dances are dances from the people of the Southern Islands of the Philippines
such as in Mindanao and Sulu. These dances are influenced by Arabic and Indo-
Malayan cultures.

Philippine folk dances, regardless of their classification, may be recognized as:

1. Life cycle dances are dances that serve as rituals as one passes to a different stage in life
such as from birth to childhood to adulthood; from singlehood from marriage; and from
life to death.
2. Festival dances are dances that are either religious or secular and related to the celebration
of recurring events of special significance.
3. Occupational dances are dances that depict the means of the livelihood of the Filipino
people. Wherein dancers portray different steps in rice growing to winnowing (Aquino,
1979)
4. Ritual and Ceremonial dances are dances performed as part of the rituals and ceremonies
of a certain tribe or group of people.
5. Game dances are derivations of local folk games.
6. Joke and trickster dancer include jokes or tricks played by a dancer on another or a
group of dancers who is one of them. The intention is to render that individual ‘to a
physical or mental indignity or discomfort’ (Lopez, 2006).
7. Mimetic or Drama dances are dances that mimic animals, inanimate objects, or other
people. The Itik-Itik dance from Surigao is an example of a mimetic dance as it imitates
the movements of a duck.
8. War dances are dances that express feud enmity featuring two male dancers engage in
physical combat with spartan-like intensity.
9. Social amenities dances are dances that express social graces, hospitality, and offerings to
a friend.

Learning competencies with code:

PEH12FH-Ig-i-6 Self-assesses health-related fitness (HRF) status, barriers to

physical activity assessment participation and one’s diet
PEH12FH-Ia-t-8 Engages in moderate to vigorous physical activities (MVPAs)
for at least 60 minutes most days of the week in a variety of
settings in- and out-of school
PEH12FH-Ik-t-9 Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort
PEH12FH-Ik-o-10 Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
PEH12FH-Ia-t-12 Demonstrate proper etiquette and safety in the use of facilities
and equipment
PEH12FH-Ik-o-13 Participates in an organized event that addresses health/fitness
issues and concerns/’

8
Note: Practice personal hygiene
always.
Activity 1: MATCH ME!

Directions: Match the Fundamental Dance Steps in Folkdance to its proper image illustration.

Column A Column B
HAND POSITIONS

1. 1st Position:
A.
Raise both arms forming a circle
in front of chest with the
fingertips about an inch apart.

2. 2nd Position:

Both arms raised sideward with a B.

graceful curve at shoulder level.

3. 3rd Position:
C.
Arms: One arm raised sideward,
the other arm overhead.

4. 4th Position:

One arm raised in a half circle in

front, the other arm raised D.
overhead.

5.
5th Position:
E.
Both hands raised overhead.

9
Note: Practice personal hygiene
always.
 FEET POSITIONS

6. 1st Position:

Heels together, toes apart with an

A.
angle of about 45 degrees.

2nd Position:
7.
Feet apart sideward of about a
pace distance.
B.

8. 3rd Position:

Heel of one foot close to in-step

of other foot.
C.

9. 4th Position:

One foot in front of other foot of

D.
a pace distance.

10
Note: Practice personal hygiene
always.
 10.
5th Position:

Heel of one foot close to the big E.

toe of the rear foot.

11
Note: Practice personal hygiene
always.
Activity 2: ANALYZE & INTERPRET!
Directions: Create a one-minute video combining the different dance steps below. Send your
output via messenger, face book, email provided by your teacher.

Name of Steps Dance step pattens

1. Bleking step heel-place, close
2. Close step step, close
3. Contraganza step leap, cross-step, step
4. Hop step step, hop
5. Habanera step, close, step
6. Mazurka slide, cut, hop
7. Redoba slide, cut, cut
8. Cross step step, cross, step
9. Waltz balance step, close heels raise, heels down
10. Sway balance with a waltz step, cross-step, step, close, step

Activity 3: THINGS TO PONDER!

Direction: Answer the following questions below. Write your answer in a separate sheet.

1. What is the importance of studying folk dances? How can you help in the preservation of
the folk dances?

2. Why is it important to know the basic steps in folkdance?

3. What are the challenges that you have encountered while performing fundamental
steps in folkdance?
4. Identify dance/s in your locality and classify them according to their categories.

5. What are the benefits of performing folkdance in ones’ health?

Reflection
Complete this statement:

What I have learned in this activity

Answer Key

Activity 1
1. B
2. D
3. C
4. A
5. E
6. B
7. C
8. E
9. A
10. D

Activity 2:
Activity 3
Answers may vary

References:
➢ http://hnupe.weebly.com/pe-2.html
➢ https://filipinofolksongsatbp.blogspot.com/2011/05/la-jota-cagayana-philippine-
folk-dance.html
➢ Physical Education and Health Volume II Published and Distributed by: REX
Book Store.Pp23-33.
 PHYSICAL EDUCATION AND HEALTH 12

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

FREQUENCY, INTENSITY , TYPE AND TIME GOALS

BASED ON TRAINING PRINCIPLES
(Week 4-5)

Background Information for Learners

Improving fitness is an important goal for achieving optimum health. If carefully planned,
performed, monitored, and evaluated, positive health–related outcomes will be achieved and
the risks to acquiring health problems will be reduced. One of the best physical activity is
dancing. Most forms of dance may be considered as aerobic exercise.

The FITT Principle of Physical Activity (Dance)

Frequency
The frequency of dance exercise refers to the number of times a dance activity is done.
According to the American College of Sports Medicine guidelines, it is recommended to
exercise 3-5 days per week and for more optimal results, exercise such as dance can be done
in most days of the week with a combination of lightmoderate-vigorous activity.

Intensity
The rate at which the activity is performed is called Intensity. It is also referred to as the
magnitude of the effort required to perform an activity or dance steps/ routines. It describes
how easy or how hard a person has to work in a certain steps, and it varies from one person to
another. The determination of intensity depends on some individual factors such as exercise,
relative level of fitness, and needs of fitness.

The intensity level target may be determined by computing the target heart rate (THR) range
based on the results of an exercise stress test, considering the resting and exercise heart rate,
with 60% to 80% intensity level. (Karvonen's Formula)

Type
The type of dance activity is determined by following the principle of progression and
specificity. To attain a higher level of fitness, select the type of physical activity that
challenges the body to accept an increase in work and caters the body’s need.

Time
Time is the duration or the length of session of a physical activity. It is inversely related to
Intensity since the more intense a work is done, the shorter time it is performed.

Learning competency with code:

PEH12FH-Ii-j-7 Sets Frequency Intensity Time Type (FITT) goals based on training
principles to achieve and/or maintain health-related fitness (HRF)
ACTIVITY 1: MY TARGET HEART RATE

Directions: Compute your Target Heart Rate Range in 4 steps. Write your answers in a
separate sheet.
1. Get the Maximum Heart Rate. Age: RHR:
MHR=220-
(your age)
MHR =

2. Determine the Heart Rate Reserve.

HRR= MHR - RHR

(In getting your resting heart rate, place your index and middle finger on your
wrist just below the thumb so you can feel your pulse. Use a watch to count
the number of beats for 30 seconds and double it to get your beats per minute)
HRR=

3. Take 60% and 80% of the HRR

a. 60% x HRR =
b. 80% x HRR =
4. Add each HRR to Resting Heart Rate (RHR) to obtain the Target Heart Rate (THR) range.

a. 60%HRR + = beats per minute

(RHR)

b. 80% HRR + = beats per minute

(RHR)
Therefore, your target heart rate range is to beats per minute.
(4.a) (4.b)
Activity 2. WATCH & EXPLAIN
Directions: Watch the video Polka sa Nayon. Familiarize yourself with the different steps of
the dance. Use this link https://www.youtube.com/watch?v=IlszQizMY1k to access the
video. Respond to the statement below after watching the video. Write your answers in a
separate sheet.
Explain the type of FITT principles shown in the video.

Activity 3: INTERPRET & PERFORM

Directions: The following are the basic dance steps in Polka sa Nayon make at least 1-2
minutes performance. Interpret, execute, and make a combination of steps applying the FITT
principles. Submit your output through messenger or email provided by the teacher.

Step No. of measures & Step Pattern

Step L (R) foot in fourth in front (ct. 1), step R
Plain Polka (L)
close to L (R) foot in third in rear (ct. and),
step
L (R) in
fourth in front (ct. 2), pause (ct. and). Bend the
body to the same direction of the step. This
may bethe
Place executed in any
L (R) heel in direction
fourth in front (ct. 1,
Heel and Toe Polka and),
touch the L (R) toe in fourth in front in rear (ct.
2, and).
This may be executed forward and backward
only.

Step R (L) foot in fourth in front (ct. 1) and cut

Gallop the R (L)
foot with L (R) thus displacing it and at the
same time taking the weight of the body with
the L (R) foot (ct. ah)

partners turn around clockwise (with R L

Jaleo elbows almost touching) or counter- clockwise
(with L elbows touching) using walking or any
kind of dances.
Rubric in evaluating your performance

Criteria Excellent Very Good Good Satisfactory

(4) (3) (2) (1)
maintains maintains have difficulty seldomly
Execution precision and precision and in maintaining maintains
20 points focus focus during the precision and precision and
throughout the performance focus during the focus during the
performance performance performance
Performs steps Performs steps Performs steps Performs steps
Creativity with high level with mastery with mastery with low or no
20 points of mastery while creating but could hardly mastery and not
while creating sufficient adapt to varying capable of
several formations formations creating
formations formations
Timing Movement are Movements are Movements are Movements are
10 points always in time in time with the sometimes in seldom in time
with the beat of beat of the time with the with the beat of
the music music beat of the the music
music

Reflection:

1. Why is FITT in the principle of exercise applicable to individuals who engage in

dancing?

2. How can these dance steps help you in achieving or maintaining health related
fitness?

3. Why is it important to know how to commute the Maximum Heart Rate?

 Answer key:

Activity 1. Students answer may vary

Activity 2. Students answer may vary

Activity 3. Students answer may vary

References:

➢ Anspaugh, David J. et.al. We/mess; Concepts and Applications (1997), USA,Mc-

Graw-Hill Companies.
➢ hftp:/twww.health.com/health/gailery/O,,20629237-6,00.htmi
http://www.topendsports.com/fitness/karvonen-formula.htm
➢ Salyer,Jessica The Top 5 Muscular Endurance Exercises November 15,2015.
http:I/www.health line.com/health/fitness-exercise/muscular-ehdurance-exercises
➢ Smith,Jessica, ME. Using METs in making a program design. February 1,2006.
www.ideafit.com/fitnesslibrary/using-mets-program-design
➢ The F. I.T.T. Principle - Here's What You Need to Know for Great Workouts retrieved
(April23, 2016) from
➢ https//www.verywell.com/f-i-t-t-principle-what-you-need-for-great-workouts-1
231593
➢ What is Moderate-intensity and Vigorous-intensity Physical Activity?
http://www.who.int/dietphysicalactivity/physical_activity_intensity/en/
➢ HOPE Teachers Guide
 PHYSICAL EDUCATION AND HEALTH 12

Name of Learner: Grade Level:

Section: Score:

LEARNING ACTIVITY SHEET

CHEER DANCE
(Week 6)

Background information for learners

Cheer dance is coined from the words: “cheer” and “dance.” To cheer is to shout-out/
shoutout words or phrases that motivate and boost the morale of a playing team to perform
better during the game while to Dance is to do physical activity where one expresses
emotions or gestures while performing bodily movements usually in time and rhythm.
On the other hand, Cheerleading is the performance of a routine, usually dominated by a
gymnastic skill such as jumps, tumbling skills, lifts and tosses combined with shouting of
cheers and yells to lead the crowd to cheer for a certain team during a game or sport. To draw
the connection between Cheerleading to Cheer dancing, it is but imperative to take a
closer look and have an in depth understanding on cheerleading. This will lead you to the
idea that cheer dancing is deeply rooted from cheerleading.

There are three elements which make up a dance, these are: Space, Energy, and
Time.

Space is an element which deals with the physical area where dancers move accordingly.
This comprises Direction, Size, Level, and Focus

Energy speaks of the power of a dance; could it be heavy or light, Sharp or smooth,
depending on what type of dance is being executed.

Time includes Beat, Tempo, Rhythmic Pattern, Duration, and Accent, refers to the length,
patterns of movement, music accompaniment’s beat, and tempo, as well as the accent of the
dance.

The following are the basic steps in Cheer dance

ARMS AND HANDS MOVEMENT FOR CHEERDANCE

Bucket - arms are straight with fists facing down, as if holding the handle of a bucket in each
hand.
Candlestick - arms are straight with fists pacing each other as if they were holding a lit
candle in each hand.
Blade - arms are in straight sideways, open palm and fist facing down, and fingers must stick
together
Jazz Hands - open palm, fingers are spread out.
Clap - strike palms together in front of the chest
Claps - claps hands together in front of the chest
T- Motion - both arms are extended sideways parallel to the ground
Half T – both arms are parallel to the ground and the both elbows are bent.
Touchdown - arms are stretch out in upward position; closed fist facing in
K Motion - one arm is raised upward, while the other arm positioned downward across to
the opposite side.
Checkmark - arms are extended upward, clasp hands together
Dagger - both arms are bent; clenched fists facing each other parallel to shoulder
Box – both arms are bent; clenched fists facing each other; elbows are on shoulder level.
Punch – raised one arm overhead with closed fist.
L Motion – one is raised upward; the other arm is raised on the side in the shoulder level.
Diagonal - one arm is raised diagonally upward, while the other arm positioned diagonally
downward.

ESSENTIALS OF CHEER DANCING LEG/ FEET POSITION

Beginning Stance- stand straight with both feet close together.

Cheer Stance – stand straight with feet apart.
Side Lunge – one leg is bent, while the other leg is extended
Squat – both knees are slightly bent facing outward
Kneel – body is supports by knees.

ESSENTIALS OF CHEER DANCING JUMPS

Tuck Jump - as you jump, bring knees closer to chest, keep knees together.
Spread Eagle- as you jump, arms and legs are extended open wide.
Double Hook- as you jump, both knees are bent sideways.
Front Hurdler- bring straight leg up to chest and between the arms, back knee points
towards the ground; land with feet together at the same time.
Front Hurdler- bring straight leg up to chest and between the arms, back knee points
towards the ground; land with feet together at the same time.
Side Hurdler - as you jump, one leg is bent; knee is facing forward, while the other leg
goes straight up.
Pike Jump- keep head up; bring legs to arms; arms parallel to the ground.
Toe Touch - also known as straddle jump. As you jump, legs are open and parallel
to the ground.

Genre of Dance (For Cheer dance)

Cheer dancing can also be incorporated to other genre of dance including Hip Hop and Jazz/
Classical Dances.

Learning competencies with code:

PEH12FH-Ig-i-6 Self-assesses health-related fitness (HRF) status, barriers to

physical activity assessment participation and one’s diet
PEH12FH-Ia-t-8 Engages in moderate to vigorous physical activities (MVPAs)
for at least 60 minutes most days of the week in a variety of
settings in- and out-of school
PEH12FH-Ik-t-9 Analyzes physiological indicators such as heart rate, rate of
perceived exertion and pacing associated with MVPAs to
monitor and/or adjust participation or effort
 PEH12FH-Ik-o-10 Observes personal safety protocol to avoid dehydration,
overexertion, hypo- and hyperthermia during MVPA
participation
PEH12FH-Ia-t-12 Demonstrate proper etiquette and safety in the use of facilities
and equipment
PEH12FH-Ik-o-13 Participates in an organized event that addresses health/fitness
issues and concerns/’

Activity 1: GUESS ME!

Directions: Below are the pictures of the essential steps in cheerleading. Identify the name of
each steps and write your answers in a separate sheet.
1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

Activity 2: CHEER AND CLICK

Directions: Choose at least 10 basic steps in Cheer dance and take photos of you while
executing the different movements. Label each photo before sending it via messenger or
email provided by the teacher.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

PERFORMANCE RUBRIC (Activity 2)

Excellent Good Acceptable Partial Minimal

Technical Dance is being Dance is being Dance is being Only some Although
Skill performed with performed performed understanding remembers
great attention with attention with attention of some
to to to technical of the dances,
quality of details of most details of elements (i.e. only few
movement, technique, has technique, but footwork, attention was
body position, attained has not quality being paid to
placement on proficiency in attained of movements, how
stage and other dance style. proficiency in body movements
details. Also dance style positions) is are done or
demonstrates an yet. being other
excellent demonstrated details of
understanding in dance.
of dance style. performance.
Performance The dancer The dancer The dancer The dancer is The dancer is
Skill creates a communicates communicates generally not
believable with other with other focused, but very focused,
character on dancers and dancers and only concentrated
stage and is able audience audience some attempt or
to engage the through through made to committed to
audience eye contact eye contact communicate performance.
completely and and with others on
through his/her facial and facial and stage or
performance. body body audience.
expression. Is expression.
able to engage
the audience.
Activity 3: CHECK LIST
Directions: Copy the table below in a separate sheet and check the column that shows proper
etiquette for each statement. Put a check mark (/) on the column that shows proper etiquette and
safety in the use of facilities and equipment.

Appropriate Not Appropriate

1. Never leave your sweaty towel in the

exercise area or gym.
2. Be friendly and start conversation with
a man and woman in resistance
training.
3. Shout even in sudden emotional
outburst when in exercise.
4. Ask staff for assistance if you are
unsure how to use equipment
5. Observe the time limits on using the
equipment.

Activity 4: MY CHEER DANCE THOUGHTS

Directions: Respond to the following questions below. Explain briefly and write your
answers in a separate sheet.

1. After performing the Activity 2, how significant for a performer to know his/her medical
conditions before participating in Moderate, Vigorous, Physical Activities (MVPA) like
cheer dance?

2. What are the challenges that you have encountered in accomplishing your task? How did
you manage to make it work?

3. From your experience, do you see yourself participating in such activities in school in the
future? Why or why not?

REFLECTION:
Complete this statement:
What I have learned in this activity
ANSWER KEY

ACTIVITY 1.

1. TOUCHDOWN 6. SQUAT 11.CHEER

STANCE
2. CHECKMARK 7. KNEEL 12. DIAGONAL
3. HALF T 8. SIDE LUNGE 13. K MOTION
4. CANDLE STICK 9. SPREAD EAGLE 14. DAGGER
5. HIGH V 10. TUCK JUMP 15. JAZZ HANDS

ACTIVITY 2.

STUDENTS ANSWER MAY VARY

ACTIVITY 3.

STUDENTS ANSWER MAY VARY

REFERENCES:

➢ Physical Education and Health Vol. II by Conrado Aparato, Zyra Brebante, lualhati
Callo and Peter Dajime
➢ Physical Education and Health 10 (Learner’s Material)
➢ https://www.allaboutdancebykristen.com/hip-hop/
➢ https://www.danceconnectionrochester.com/dance/jazz -dance
➢ Hope 3 Module, Division Schools of Manila