Introductory Message

For the facilitator:

Welcome to the P.E. 3 Alternative Delivery Mode (ADM) Module on Physical Education 3!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by CHED curriculum while overcoming their personal,
social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the knowledge in Physical Education 3 while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to the P.E. 3 Alternative Delivery Mode (ADM) Module on Physical Education 3!

 The main goal of this module is to help you better understand the relationship of health
behaviors to health risks factors and physical activity assessment performance. It will also
help you to understand that fitness and exercise are very important in optimizing one’s
health as a habit and as requisite for physical activity assessment performance, and as a
career opportunity. You are expected to finish answering all the activities in this module
before you move to the next competency needed in this subject. This module includes pre-
test, post-test, lessons, and activities which will help you better understand health
behaviors.
 

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correctly (100%), you
may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and skills
of the topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.

What I Have Learned This includes questions, diagrams, and activities

to be answered to process what you learned from
the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into
real life situations or concerns.

Assessment This is a task which aims to evaluate your level

of mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
 Answer Key This contains answers to all activities in the
module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

What I Need to Know

Physical Education 3 offers experiential learning for learners to adopt an active life
for fitness and lifelong health. The knowledge, skills and understanding which include
physical and health literacy competencies support them in accessing, synthesizing and
valuating information; making informed decisions; enhancing and advocating their own as
well as others’ fitness and health. This course on dance includes rhythmical movement
patterns; the promotion and appreciation of Philippine folk dance, indigenous and
traditional dances as well as other dance forms. It consists of an array of offerings which
learners can choose from.

Learning Outcomes:

To be able to develop an appreciation towards the different dances.

To be able to learn the basics of the different dance styles.
To introduce both artistic and athletic aspects of the dance.
To develop confidence in one's movement.
To learn technique and skills for overall balance and rhythm.
To exercise muscles and develop controlled movement.

What I Know

PRE- TEST General instructions: A. Encircle the letter of the correct answer.

1. It is an expression of the body, following rhythmic patterns and is accompanied by

music.
A. dance B. Exercise C. Vocal music D. Athletics
2. Cardio-vascular endurance is a component of fitness and a healthy balanced lifestyle.
Which of the following describes cardio-vascular endurance most accurately?
A. The ability of our heart and lungs to cope with exercise over a long period of time
B. The ability to use muscles over a long period of time
C. The amount of force a muscle can exert against a resistance
D. The ability to change the body’s movement quickly
3. It is the line of movement taken which maybe forward, backward, sideward, diagonal,
upward or a combination of those mentioned.
A. Direction B. Level C. Range D. Floor pattern
4. It is a dominant source of muscle energy for high intensity physical activities.
A. Anaerobic A-Lactic C. Aerobic Energy System
B. Anaerobic Lactic D. Aerobic exercise
5. It provides energy for low intensity physical activities that last from two minutes to a
few hours.
A. Anaerobic A-Lactic C. Aerobic Energy System
B. Anaerobic Lactic D. Aerobic exercise
B. Identify the statement about the features and elements of dance. Choose your answer
from the word/group of words inside the box. Write your answer on the space provided.
A. Properties and costume B. Music C. Theme D. Techniques
E. Design F.Movement

___1. It is used as accompaniment that somehow motivates the dancer’s movement.

___2.. It pertains to the content or main ingredient of the dance.
___3.. It refers to the skill in executing movement.
___4. It refers to action of dances with the use of their bodies to create organized
movement.
___5. These contribute to the visual effect of dance.
___6. It refers to the arrangement of movements according to pattern in time and space.
A.Body B. Energy C.Space D. Time E. Concept and movement
___7.An element of dance which the dancer is able to move it include the shape, level,
direction, focus and size.
___8. It is the duration of the movement. Ex. beat, tempo, accent and rhythmic patterns
___9. It is how the body uses energy. Ex., heavy/light, sharp/smooth
___10. It is how the performer use his body parts and shape of the body.

Nature of the Different Dances

(Week 1-2)
Objective:
1. Discusses the nature of the different dances
2. Explains how to optimize the energy systems for safe and improved performance.

What’s In

Activiy 1. Physical Exercise Readiness (PAR-Q & YOU) questionnaires will

help you determine your general health status. Answer the questions honestly by
checking the box of your choice.

PHYSICAL ACTIVITY READINESS QUESTIONNAIRE (PAR-Q)

Questions Yes No
1. Has your doctor ever said that you have a heart condition and that
you should only perform physical activity recommended by a
doctor?
2. Do you feel pain in your chest when you perform physical activity?
3. In the past month, have you had chest pain when you were not
performing any physical activity?
4. Do you lose your balance because of dizziness or do you ever lose
consciousness?
5. Do you have a bone or joint problem that could be made worse by
a change in your physical activity?
6. Is your doctor currently prescribing any medication for your blood
pressure or for a heart condition?
7. Do you know of any other reason why you should not engage in
physical activity?
If you have answered “Yes” to one or more of the above questions, consult your
physician before engaging in physical activity. Tell your physician which questions you
answered “Yes” to. After a medical evaluation, seek advice from your physician on what
type of activity is suitable for your current condition

What’s New

Activity 2 Watch the link of the video https://www.youtube.com/watch?v=ckkgDaGxung

1. How do you find the video?
2. What part of the video you most like?

What is It

Nature of the Different Dances

 Dance is an expression of the body, following rhythmic patterned, and is
accompanied with music. From the primitive man expressing emotions in such events
as, birth, death, marriage, war among other things, dance has evolved to modern
forms of social dancing. Below are the different forms of dance:
b. Traditional Dances (Folk and Ethnic)
c. Modern and Contemporary Dances
d. Ballroom (recreational and competitive)
e. Cheer Dance
f. Hip hop/ Street Dance
g. Festival Dance

Rhythmic fundamentals

In the field of dance, there are certain fundamental knowledge and rhythmic skills
considered important for proficiency and efficiency in bodily movements.
.
Elements of Rhythm:

Beat—the underlying pulse of a rhythm.

Tempo—rate of speed of a movement.
Intensity—variation of stress of movement.
Pitch—lowness or highness of a tone.
Accent—emphasis on certain beats.
Meter—the regular recurrence of beats which divides a musical design into measure.
Phrase—measures grouped together.
Bar—in music a vertical line across a staff dividing it into equal measures of time.
Count—a pulse beat, a time limit.
Note—a printed symbol of a musical tone.
Measure—a group of pulse beats.
Note pattern—refers to a note or set of notes with or without rest used for a certain dance
step.
Step pattern—refers to the movement or movements done for each of the dance steps.

Elements of movement Space:

Direction—is the line of movement taken which maybe forward, backward, sideward,
diagonal, upward, or a combination of those mentioned.
Level—is movement through space that maybe done at a high, low, or medium level.
Range—refers to the area covered as the body moves. It maybe small as when the
movement is done in one’s place; or large when movement covers a wide area as
when getting away from one’s place.
Floor Pattern—the path or design that is made while moving in space is what is termed as
floor pattern. It may take a form of a circle, square, straight line or zigzag.

Movement Qualities:

Movement expression is attained through the elements of time, force and space
.
Time qualities:

1.Movements which is fast

 Examples: galloping horse, Jet plane
2.Movement which is slow
Examples: turtle, Flower growing

Force Qualities:

1.Soft light movement

Examples: Fairies, Birds and butterflies
2.Strong, heavy movement
Examples: Elephant, Bulldozer
3.Strong, jerky movement
Examples: Frog, A jumping jack
4. Smooth, sustained movement
Examples: Airplane, Fish swimming

Space Qualities:

1.Movement up and down

Examples: Bouncing ball, Yo-yo
2.Movement across, back and forth or around
Examples: Rowing boat, A merry-go-round
3. Movement which is low
Examples: Ants, Turtles
4.Movement which is high
Examples: Kites, Clouds

FORMATIONS commonly Used in RHYTHMIC ACTIVITIES:

Single circle, facing clockwise

Single circle partners facing
Single circle, facing counterclockwise
Single circle, facing center
Double circle, partners facing
Double circle, facing clockwise
Double circle, couples facing
Square or quadrille formation
Semi-circle or half moon
Double lines, facing front
Double lines, partners facing
Long open formation

OBJECTIVE OF RHYTHMIC ACTIVITIES

Develop skills necessary for recreational enjoyment.
Maintain good posture and physical efficiency.
Promote emotional freedom.
Develop a balanced and well-coordinated body.

Values of dancing
Physical fitness
Cultural
Social
Recreational
 What’s More

Activity 3: Let’s Dance!

1. Choose a dance that you are interested in learning, that is part of your culture
and research it.
2. Determine the rhythm of the song. What is the recurrence of the beat?
3. Develop steps that are aligned with the music beat or flow. For example; if there is
a four count, count each step out to four.
4. Determine if the dance has a traditional role and which role fits you. For example,
in partner dances, there is often a leader and a follower.
5. Practice the dance until you are proficient and confident.
Criteria Exceeds Expectation Meets Expectation Needs Improvement

Dance Student has Student has Students doesn’t

demonstrated demonstrated show mastery in one
mastery of all mastery of all of the key elements of
components of the components of the the chosen dance.
dance that includes dance that includes
key elements of key elements of
rhythm, timing and rhythm, timing and
steps that reflects the steps that reflects the
chosen dance. chosen dance.
Student can
incorporate creative
movement that
enhances the dance.

Presentation Student shared via Student shows dance Student does not
social media or video to at least one family share the dance with
to class. member and the their teacher or a
family member family member.
verifies that they can
do the dance

Show a family member or video and show your class.

Reading:
Our body needs specific amount of energy when we do physical activities.
When we exercise, a low or high amount of energy is supplied to muscles depending on
the duration, intensity, and nature of the exercise. Activities like sprinting and jumping
require a large amount of energy used in a short period of time. On the other hand,
marathon running and long-distance swimming require low but steady amount of energy
over a longer period of time. It is important for our body to get the energy it needs to
effectively perform these physical activities.
The food that we eat is a source of energy. Eating before doing exercise can
contribute to performance. There is a complex chemical process called cellular
respiration in which our body takes in food and uses it to convert and produce
adenosine triphosphate (ATP). ATP supplies energy to muscle cells for muscular
contraction during physical activity. Creatine phosphate (CP), like ATP, is stored in
muscle cells. When it is broken down, a large amount of energy is released. Three
energy systems work together as we exercise. However, a specific energy system
can dominate depending on the intensity and of type of activity that is being done.

What Are The Three Energy Systems?

Anaerobic A-Lactic (ATP-CP) Energy System

Anaerobic A-Lactic or ATP-CP is a dominant source of muscle energy for high
intensity physical activities. It provides high bursts of start-up energy that lasts around
ten seconds or less. ATP-CP provides immediate energy without requiring any oxygen
(anaerobic) and does not produce lactic acid (a-lactic). Many athletes who participate in
sports competitions require short amounts of acceleration. Athletic events like the shot
put, weight lifting, and 100-meter sprint are examples of physical activities that utilize the
ATP-CP energy system. However, the ATP-CP system will not supply ATP again until the
muscles have rested and have been able to regenerate.

Anaerobic Lactic (Glycolytic) Energy System

Anaerobic Lactic is also known as the glycolytic energy system, an energy system
that supplies energy for medium to high intensity physical activities. These high intensity
activities usually last from ten seconds to two minutes. When an athlete sprints for 400
meters, lactic acid builds up in blood and muscle cells. Normally, there is a shortness of
breath, and a burning sensation in the muscles once lactic acid is produced. Same as
with ATP-CP, the anaerobic lactic system does not require oxygen but is capable of
supplying energy for high intensity activities. The difference between the two systems is
amount of time that the system can work. Thus, if an athlete exceeds ten seconds while
sprinting, the anaerobic lactic system kicks in to provide energy.

Aerobic Energy System

Most of sports and activities use aerobic energy system. Aerobic energy system
provides energy for low intensity physical activities that last from two minutes to a few
hours. Aerobic energy system, compared to ATP-CP and glycolytic energy system, requires
much longer oxygen in muscles in doing physical activities like long distance swimming
running and playing sports (e.g. basketball, soccer, futsal). If a person exercises for 8
minutes, aerobic energy system will become a dominant source of that person’s energy.
Aerobic energy system continually produces ATP energy to muscles as long as oxygen is
available to muscles in the body. Unlike anaerobic lactic system, aerobic energy system
does not produce lactic acid since oxygen is available to the muscles. Most sports and
physical activities use these energy systems. Though there are times when one energy
system dominates during a specific type of physical activity, it is important to understand
that all energy systems are active. Each energy system changes during the activity
depending on its duration and intensity. Therefore, once we engage in physical activities
or sports, all three energy systems may be in use but in varying degrees.

What I Have Learned

Activity 4: Let’s Get Energized

In this activity, the students should learn different physical activities that use
energy system.
Directions: Think of and list down physical activities that use any or all of the three energy
systems. Do these activities.
Anaerobic A-Lactic Anaerobic Lactic System Aerobic Energy System
System

What I Can Do

Activity 5: Let’s Reflect

In this activity, the students should be able to understand how energy system
work and how they differ from one another.

Directions: After doing Activity 4, answer the following questions below.

1. How will you differentiate anaerobic a-lactic and anaerobic lactic system?
What do they have in common? Explain.
2. How does the aerobic energy system work in our body? How does it differ
from 2 anaerobic systems? Explain.

Needs Approaching Good Excellent

improvement standards 3 pts 4 pts
1 pts 2 pts
Ideas and There is no You put thought What you are What you are
Content clear or into this, but there writing about is writing about is
specific is no real evidence clear. You clear and well
explanation in of learning. More answered the expressed,
answer to the specific information question. Some including
question. is needed or you support may be specific
need to follow the lacking, or your examples to
directions more sentences may demonstrate
closely. be a bit awkward. what you
Overall, a decent learned. Well
job. done!
Use of No terms from Only one term from Your answer Your answer
terms the lesson are the lesson is used included several included all the
used. in the answer. Try terms from the terms from the
for a few more, lesson, lesson that
next time. demonstrating applied to the
adequate question asked.
understanding of All terms are
the material. fully defined and
used in the
proper context.
Sentence Sentences are Some sentences Sentences are Sentences are
Fluency incomplete or are complete and complete and complete and
too long. It easy to able to be they connect to
makes understand. understood. one another
reading them Others require easily when they
difficult. some work. are read out
loud. Your
writing 'flows.'
 Conventions Few end Mistakes using end Use of No punctuation
marks or marks or capitals punctuation or structural
capital letters. as well as spelling marks and mistakes. No
Answers mistakes make the capitals, as well spelling errors.
contain writing hard to as spelling, is Your writing
numerous read. mostly correct. shows full
spelling or Few errors exist awareness of
structural in your answer. the rules of
errors. English use.

Assessment

TRUE OR FALSE: Write True if the statement is correct and False if the statement is
wrong. Write your answer on the space provided.

__________1. Exercise is an expression of the body, following rhythmic patterns and is

accompanied by music.
__________2. Cardio-vascular endurance is a component of fitness and a healthy balanced
lifestyle.
__________3. Direction is the line of movement taken which maybe forward, backward,
sideward, diagonal, upward or a combination of those mentioned.
__________4. Aerobic energy system is a dominant source of muscle energy for high
intensity physical activities.
__________5.Anaerobic lactic provides energy for low intensity physical activities that last
from two minutes to a few hours.
__________6. Step pattern refers to the movement or movements done for each of the
dance steps.
__________7. Creatine phosphate (CP), like ATP, is stored in muscle cells. When it is broken
down, a large amount of energy is released.
__________8. Aerobic energy system provides energy for low intensity physical activities
that last from two minutes to a few hours.
__________9. Direction is the path or design that is made while moving in space is what is
termed as floor pattern.
__________10. Glycolytic energy system, an energy system that supplies energy for medium
to high intensity physical activities.
Put check (/) on the values of dancing

____11. Physical fitness

____12. Cultural
____13. Social
____14. Recreational
____15. Body-fat weight loss

Additional Activities

Direction. Watch the link of the video: https://www.youtube.com/watch?v=7nqfTx0gDdQ

1.What form of dance are shown?
2. How does the elements of dance shown in the video?
 a. Rhythm b. Space c. Movement ( Discribe)

References:
Gialogo R. and Gialogo R.(2016).Fit for Life.The Phoenix Publishing House Inc.
Rogers, Paul. (2010. Nov 8). All About Energy Systems For Physical Activity. Retrieved from
http://foodfithealth.com/blog/energy-systems-physical-activity/
Muscle Metabolism: Synthesis of ATP (2016). Retrieved from
http://study.com/academy/lesson/muscle-metabolism-processes-to-generate-atp.html
Namblar, Bindu. (2011. Oct 6). 3 Basic Energy Systems To Perfect Goal Oriented Exercise.
Retrieved from http://www.bodybuilding.com/fun/3-energy-systems-help-trainer.htm
Exercise Energy Systems. (2016). Exercise Energy Systems. Retrieved from
http://www.shapesense.com/fitness-exercise/articles/exercise-energy-systems.aspx
Sports and Nutrition: Fueling You Performance. (2015. July 13). Retrieved from
http://youngwomenshealth.org/2013/07/23/sports-nutrition/
IRubric Short Answer. Retrieved from http://rubistar.4teachers.org/
https://www.youtube.com/watch?v=ckkgDaGxung
https://www.youtube.com/watch?v=7nqfTx0gDdQ