STUDY GUIDE: PHYSICAL EDUCATION 3

GRADE LEVEL GRADE 12

TOPIC/TITLE Brief History and Nature of Dance
WEEK/S: Week 1-2

I. INTRODUCTION
“Dance is an activity which can take many forms and fill many different needs. It
can be recreation, entertainment, education, therapy and religion. In its purest and basic
form, dance is art, the art of body movement” (Barbara Mettler, 1980).

In this Chapter, we will examine the brief history and nature of dance, how dance
came about, and where it all began. We will also discuss the elements and
characteristics of dance to better understand the components of dance performance.
Moreover, determining the benefits of dancing and learning how to appreciate and
evaluate a dance composition and performance will also be covered in this chapter.
Note that the dances used as examples for the exercises in the succeeding sections are
most likely Philippine folk dances to augment promotion and appreciation of these
dances.

II. OVERVIEW OF THE LESSON

1. Know the brief history of dance;
2. Discuss the nature of dance
3. Enumerate the benefits of dance and creative movements.
4. Realize the importance of dance on health and performance.

III. OBJECTIVES
What you will learn in this topic:
- Discuss the nature of the different dances.
- Describe the connection of health behaviors (eating habits, sleep and stress
management) to health risks factors and physical activity assessment
performance.

IV. DISCUSSION AND SELF-CHECK

Week 1

Dance as a reflection of historical and current cultural values. Introduction to

some of the major forms of world dance (for example, classical dances of Europe, Asia
and Africa, and American modern dance); how dance forms illuminate and define
gender, personal and group identity, political and religious status, aesthetic values, and
the intentions of the dance-makers; dance as an educative force, a facilitator of cultural
acquisition, and a reflection of cultural change; the function of dance in various cultural
settings; how to look at dance, to analyze movement, and to read the text of dance
structure.
 Let me post these Thought-to-Ponder questions for this lesson:
1. What is dance?
2. Do you know where dances came from?

Look at the images below. Can you describe what kind of dance you see on the
images?

We can now begin the lesson.

The word “Dance” come from an Old German word Danson Which means “ to
strech”. All dancing is made up of stretching and relaxing.
Dance Defines...
 a. as an art form that generally refers to movement of the body, usually rhythmic
and music, used as a form of expression, social interaction or presented in a
spiritual or performance setting.
b. as an art that uses non- verbal movement in an ordinary way to create a form,
order, or statement
c. as movement that transcends function and becomes communication.

Do you know where dance came from? To know the brief history and nature of
dance refer to your textbook on pages 4 -5.

There are many histories and many people that make up dance in its entirety.
None are
better, just different; but all manage to employ the following principles: routine, practice,
and
discipline. Our bodies are filled with so many techniques with even more variables to the
technique of movement. The body has no essence, it is disciplined to move, act, and
react based
on the culture that is given to it. Dance has this great ability to communicate and evoke
emotions
without even using words. Dance is, and has been, significant in the lives of all, whether
it’s
sacred rituals, professional performances, or just dancing because it’s fun. It can be
found
everywhere, in every culture, and for many it is a way of life.

Week 2
There are many forms of dance, from ballroom to barn dancing and disco to
Morris dancing. Dance has always been a part of human culture, rituals and
celebrations. Today, most dancing is about recreation and self-expression, although it
can also be done as a competitive activity. Dancing is an enjoyable way to be more
physically active and stay fit.
To help you answer these questions, refer to your textbook on pages 6-7

SELF-CHECK
1. What can we get from dancing?
2. How can dance improve our physical self?
3. How can dance benefit us emotionally? Mentally? Socially? Culturally?

V. EVALUATION
1. Do what is being instructed below.

A. Recall a previous experience. Describe how you felt after the performance or
after participating in a dance.

B. Identify if these encounters are of physical, emotional, mental social and

cultural benefits of dance.
 C. Ask at least three of your friends of same experience and consolidate their
answers.

VI. REFERENCES
Aparato, Conrado R.; Talaroc-Brebante, Ruth; Fernando-Callo, Lualhati; Dajime, Peter
F. (2017). Physical Education and Health Volume II. Rex Book Store Inc.
 STUDY GUIDE: PHYSICAL EDUCATION 3

GRADE LEVEL GRADE 12

TOPIC/TITLE Elements of Dance
WEEK/S: Week 3-5

I. INTRODUCTION
There are many similarities between dance and other physical activities. Dance
can be defined by four components: aesthetic function, intentional rhythm, culturally
patterned sequences and extraordinary nonverbal movement. Time, space and effort
are the elements of dance. The human body exists in time and space, and it exhibits
some effort. An understanding of these elements and the infinite variety of movements
that can be created by varying each element will help not only in dance-making but also
in dance training and appreciation.

Movement is part of life. To get sense of how we are as mover, what our
movements needs are and where these needs came from, let us take a look at how we
use time and space in our daily activities.

II. OVERVIEW OF THE LESSON

1. To identify the elements of dance;
2. To apply these elements in creating dance choreography; and
3. To realize the importance of elements of dance on choreography and
performance

III. OBJECTIVES
What you will learn in this topic:
- Engage 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;
and
- Organize dance event for a target health issue or concern

IV. DISCUSSION AND SELF-CHECK

Get a piece of paper with three columns marked “Activity”, “Place” and “Time”.
Under “Activity”, list five activities which are part of your required daily routine. Be as
specific as possible. Under those five, list five more activities that are not required in
your daily routine but are those that you choose to do. Now, go back over the whole list,
and next to each of the ten activities that you just identified, start another list “Place” that
describes where your activity occurs. In the “Time”, write what time of the day you do
those activities.
 Look at your list again and notice if any pattern exists in their day. Then answer
the following questions on the same paper where you wrote your list. Make sure to have
an evidence that you do the activity.
1. Are your required activities mostly active or passive?
2. Do you consider yourself active or passive person?
3. Do you consider yourself a small-space or large-space person?
4. Do you prefer long-term or term-term activities?

Let’s start!
To further understand the elements of dance you must know the following:
a. Space and its four aspects
b. Timing
c. Dance Energies and its six qualities
d. What is Bodily and Group shapes

Refer to your textbook on pages 9-11.

For some additional information about the elements of dance open file # 1, 2 and 3
KQED Art School. Elements of Dance l KQED Arts. Retrieved from:
https://www.youtube.com/watch?v=UGuD9Geeb2k
SeaviewDANCE. Elements of Dance. Retrieved from:
https://www.youtube.com/watch?v=jtgD3bwvO0o
Amy Smith. Elements of Dances. Retrieved from:
https://www.youtube.com/watch?v=M3EU96pEMzU

SELF-CHECK
Do and follow the instructions below:
A. Observe how your chest expand as you breathe.
B. Change your posture by sitting back, crossing your legs or lowering your
head then answer the following questions:

1. How much time passed during the shift?

2. Can you perform the same shift more quickly or more slowly?
3. How much effort did you use to execute the shifting of movements?
4. did you use your neck muscles to hold up your heads, or are you
supporting
your head with your hands, arms and back muscles?
V. EVALUATION
1. Answer Let’s Do This from your textbook on page 11.

VI. REFERENCES
Aparato, Conrado R.; Talaroc-Brebante, Ruth; Fernando-Callo, Lualhati; Dajime, Peter
F. (2017). Physical Education and Health Volume II. Rex Book Store Inc.

KQED Art School. Elements of Dance l KQED Arts. Retrieved from:

https://www.youtube.com/watch?v=UGuD9Geeb2k

SeaviewDANCE. Elements of Dance. Retrieved from: https://www.youtube.com/watch?

v=jtgD3bwvO0o

Amy Smith. Elements of Dances. Retrieved from: https://www.youtube.com/watch?

v=M3EU96pEMzU
 STUDY GUIDE: PHYSICAL EDUCATION 3

GRADE LEVEL GRADE 12

TOPIC/TITLE Dance Appreciation and Composition
WEEK/S: Week 5-8

I. INTRODUCTION
Have you ever tried watching a dance routine without understanding what is
happening in the performance? Have you completed a whole dance show and could not
even remember a thing or two about it?

When a certain dance performance has poor choreography, it is difficult for it to

be understood and appreciated. When a dance fails to communicate its intended
meaning or significance at all, it is hard for the audience to grasp the content of the
performance. How then can a dance become a good dance?

II. OVERVIEW OF THE LESSON

1. To define form, motif and phrasing in dance.
2. To understand choreographic principles and structures of dance.
3. To explore and create movement phrasing and dance form.
4. To identify choreographic forms in dance;
5. To remember the process in making a dance;
6. To create simple movement choreography using choreographic forms in dance;
7. To appreciate dance choreography and performance; and
8. To realize the importance of the choreographic forms of dance in creating and
performing dance routines.
9. To develop skills in assessing and evaluating different forms of dance and dance
performances.
10. To create dance analysis and evaluation in a dance performance.
11. To appreciate dance in different point of view as that of a choreographer, a
dancer and a spectator.

III. OBJECTIVES
What you will learn in this topic:
- Engage 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;
- Participate in an organized event that addresses health/dance issues and
concerns; and
- Organize dance event for a target health issue or concern

IV. DISCUSSION AND SELF-CHECK

Week 6-7
An understanding of dance as an art begins when concern is not simply with delight in
bodily movement but with a formulated whole, a structured ‘something’ so that the
relationship and coherence of the constituent parts becomes of increasing interest and
importance.

Open Roland Zamora. LEYTE DANCE THEATRE – ITIK-ITIK

https://www.youtube.com/watch?v=MzAsyR7OcS0. Identify the beginning, middle and
end sections of the dance. Using your own words, write a description of how the
choreographer developed the dance.

Answer the questions below using your own words.

a. What makes a good dance?

b. What is form?
c. What is a phrase?
d. What is motif?

To further understand the form, phrase and motif of a dance, refer to your
textbook on pages 12-13.

Dance is one of the most difficult of the arts to appreciate because many people
are blind to form. Although many people attain some accuracy in the perception of flat
form, they do not make further intellectual and emotional effort to comprehend form in
its full spatial existence. Sculpture is probably the most difficult of the arts to appreciate.

A case might be made for the following argument: dance poses an even greater
challenge, i.e., dance too exists in three-dimensional space: moving shapes and
transient patterns unfold from one moment to the next.

The basic material out of which dancers shape their works is movement, i.e., in
terms of bending, stretching, twisting, and rotating movement, to express their minds,
emotions, and bodies. Individual movements vary in quality, according to the space in
which they are executed, the time taken to execute them, and the weight given them.

In other words, movements acquire color and texture according to whether they
ebb or flow, whether they are bound or unbound. Such patterning as the straight
line/chorus line say or the circle shape movement in unique ways, i.e., giving it solidarity
or wholeness as opposed to the sense of fragmentation no patterning at all might
convey.

Week 8

Dance works can be analyzed much more effectively when they are
deconstructed into their separate parts or its constituent features.

Dance is a performing art form consisting of purposefully selected sequences of

human movement. This movement has aesthetic and symbolic value, and is
acknowledged as dance by performers and observers within a particular culture. Dance
can be categorized and described by its choreography, by its repertoire of movements,
or by its historical period or place of origin.

How can you say that a dance is a good one? Does a dance have characteristics?

To further understand these characteristics, refer to your textbook on pages 13-15.

Choreography, the art of creating and arranging dances. The word derives from the
Greek for “dance” and for “write.” In the 17th and 18th centuries, it did indeed mean the
written record of dances. In the 19th and 20th centuries, however, the meaning shifted,
inaccurately but universally, while the written record came to be known as dance
notation

The composition of dance is creative in the same way in which the composition
of music is. The notation of dance, however, is a work of analysis and reporting,
performed generally by people other than the choreographer, in language or signs that
may well not be understood by the creator.

To have a knowledge to what are these choreographic forms in dance, refer to

your textbook on pages 15-18.

Open Steven A. Henkel. Choreographic Forms. Retrieved from:

https://people.bethel.edu/~shenkel/physicalactivities/rhythms/Choreograph.html and try
doing what in this link to help you fully understand the lesson.

V. EVALUATION

For Performance Task:

Complete Table 3.2 in your textbook on page 19. To complete the table open Steven A.
Henkel. Choreographic Forms. Retrieved from:
https://people.bethel.edu/~shenkel/physicalactivities/rhythms/Choreograph.html again
and watch the video clip.

Goal To be a Great Choreographer/Dancer

Role Dancer/Choreographer
Audience Dancers/Students
The St. Albert the Great School Dance Company will be a
having virtual dance concert. As a member of the dance
Situation company, you are task to showcase one dance. You are
requested to create a two-minute dance. Your dance must
show the choreographic forms in dance. Your dance will be
viewed first by the school choreographer for the approval.
Performance Standard See Rubrics Below..

Criteria Advanced (4) Proficient (3) Developing (2) Beginning

(1)
Knowledge of Demonstrates Demonstrates Demonstrates Remembers a
Choreography excellent good knowledge knowledge of few of the
knowledge of of choreography. steps/
the choreography. Some errors (3- movements
choreography. Few errors, 5 errors) and tries, but
and does it however it does causing brief looks lost and
well. not interfere pause in out of sync.
with performance.
performance.
Technical skills Dance Dance Dance Although
performed with performed with performed with remembers
great attention attention to attention to some of
to quality of details of most details of dance, little
movement, technique, has technique, but attention paid
body position, attained hasn't attained to how
placement on proficiency in proficiency in movements
stage and dance style. dance style yet. are done or
other details of Some technical other details
dance. Also errors. of dance.
demonstrates
an excellent
understanding
of dance style.
Performance The dancer The dancer The dancer The dancer is
Skills draws the communicates communicates not very
judge in to with with focused on
want to watch audience/judges audience/judges making eye
them and is through eye through eye contact,
able to engage contact and contact and concentrated
the audience facial and body facial and body or committed
completely expression. Is expression. to
through their able to engage Occasionally performance.
performance. the judges. loses focus.
Rhythm/Tempo Shows a Accurate in Generally Attempts to
complete beat, tempo, accurate in keep a
understanding rhythms of beat, tempo, rhythm, but
of tempo and dance rhythms of gets off beat
beat and stays sequences dance and speeds
on rhythm throughout the sequences most up or falls
throughout the dance. of the time. behind often.
dance. Doesn't follow
beat in music.
VI. REFERENCES
Aparato, Conrado R.; Talaroc-Brebante, Ruth; Fernando-Callo, Lualhati; Dajime, Peter
F. (2017). Physical Education and Health Volume II. Rex Book Store Inc.

Roland Zamora. LEYTE DANCE THEATRE – ITIK-ITIK. Retrieved from:

https://www.youtube.com/watch?v=MzAsyR7OcS0

Steven A. Henkel. Choreographic Forms. Retrieved from:

https://people.bethel.edu/~shenkel/physicalactivities/rhythms/Choreograph.html
 STUDY GUIDE: PHYSICAL EDUCATION 3

GRADE LEVEL GRADE 12

TOPIC/TITLE Dance as an Art
WEEK/S: Week 8-11

I. INTRODUCTION
Dance comes in different forms. All dance styles are not alike and they are
distinctive. Dance is an art of rhythmic bodily movements that projects ordered
sequence of moving visual patterns of line, solid shape and color. The postures and
gestures of which these visual patterns are created suggest kinesthetic experiences of
tension, relaxation and emotional moods and attitudes associated with them. Some of
these dances that are considered an art form are folk dance, ballet and contemporary
dance.

Dance has always been with us, even before the arrival of written language and
modern history, when our earliest cultures evolved utilizing oral and performance
methods to pass the stories from one generation to the next. Many historians believe
that social, celebratory and ritual dances are one of the essential factors of the
development of early human civilizations.

Dance is a form of art that is made by purposefully recreating selected

sequences of human motion, which can be imbued with the values of aesthetic and
symbolism that are acknowledged by both performers and observers from within the
particular culture. The dance itself can be freeform or can have a predefined
choreography that may or may not align with traditions of origin or historical period.

II. OVERVIEW OF THE LESSON

1. To review the origins of folk dances as they have developed in specific folk
cultures;
2. To know the fundamental movements of which basic folk-dance steps are made;
3. To develop the ability to dance rhythmically with poise and well-coordinated body
which moves as one unit;
4. To appreciate skill in folk dance that is appropriate in style and spirit for each
specific dance; and
5. To appreciate the value of folk dance as an activity for promoting understanding
among the peoples of the world.

III. OBJECTIVES
What you will learn in this topic:
- Discusses the nature of the different dances;
- Describes the connection of health behaviours (eating habits, sleep and
stress management) to health risks factors and physical activity assessment
performance; and
 - 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.

IV. DISCUSSION AND SELF-CHECK

Cultural dances came into being with a social function, weaving recreation into
celebrations and important agricultural events. While many groups perform folk dances
onstage today, the genesis of folk dancing right up through the middle of the 20th
century was non-performative for the most part. Although exotic dancing became
popular in Europe during the late 1800s and early 1900s, the artists who performed folk
dances from their own culture on stages in Paris and London had removed the social
aspect from the genre.

Folk dance, generally, a type of dance that is a vernacular, usually recreational,

expression of a past or present culture. The term folk dance was accepted until the mid-
20th century. Then this and other categories of dance were questioned and their
distinctions became subject to debate.

For the purposes of this article, the designation folk dance will be used for
convenience, without the extended discussion of terms that a more scholarly treatment
would require. It is important, however, to examine other ways to write and think about
the types of dances that might be characterized as traditional. It is also essential to note
that people in many non-Western cultures do not themselves describe any activity as
dance in the way that English speakers do. This article examines possible ways to look
at and define folk dance, how various groups might conceive of their dances, and how
the study of folk dance was born and developed. See also dance, for a general
treatment of dance as an art form. For further treatment of the folk arts, see folk music;
folklore; folk literature; folk art.

The history of Philippine folk dancing incorporates influences from immigrants

and conquerors while at the same time maintaining distinctly Filipino roots. Philippine
folk dancing is a true reflection of daily life in past centuries while enchanting modern
audiences at the same time.

Folkloric dance is the history of the people in movement. In some cultures, pale
fragments of it survive centuries of invasions and diasporas. In the Philippines, folk
dance is a strong and enduring indigenous expression.

Before the recorded history of the Philippines, before the Spanish conquistadors
conquered and Christianized the populace, from the earliest occupation of this volcanic
archipelago, the people danced. They danced to appease the gods, to curry favour from
powerful spirits, to celebrate a hunt or harvest, to mimic the exotic life forms around
them. They danced their stories and their shamanic rituals, their rites of passage and
their remembered legends and history.
 With each passing year, customs and beliefs of groups of people get built little by
little, slowly with time forming into traditions. Folk dances represent one of the strongest
ways these (sometimes truly ancient) traditions of countries and regions can be
showcased to the public. Even though many traditional dances bear the name of an
ethnic dance, not all of them remained folk dances, but all of them try to emphasize the
cultural roots of the particular dance. Some of them morphed over time into religious
dances, and as such, they are not primarily used to showcase tradition but to enhance
religious ceremonies and beliefs. Such dances are often called religious or ritual
dances.

Folk dances are usually danced at social gatherings (which can be formed
spontaneously or during yearly celebrations) that can but are not required to have a
particular dancing stage and are almost always so simple to dance that new dancers
and amateurs are encouraged to start dancing with everyone else. Such dances almost
never have an official governing body that is keeping the development of folk dance in
check. Instead of that, the morphing of the folk dances in their countries and local
regions happens spontaneously by the changes with local traditions. Modern dances
that have developed spontaneously such as hip hop are not regarded as folk dance,
and they are often called as “street dances”.

To know more about folk dance, what is the difference among folk dance,
national dance and ethnic, and the types, category and classification of Philippine folk
dance, you can find them in your textbook from page 23-30.

A ballet as a unified work comprises the choreography and music for a ballet

production. Ballets are choreographed and performed by trained ballet dancers.
Traditional classical ballets are usually performed with classical music accompaniment
and using elaborate costumes and staging, whereas modern ballets are often
performed in simple costumes and without elaborate sets or scenery.
To know more about ballet, please turn your book on pages 30-43.

Modern dance is a broad genre of western concert or theatrical dance which

included dance styles such as ballet, folk, ethnic, religious, and social dancing; and
primarily arose out of Europe and the United States in the late 19th and early 20th
centuries. It was considered to have been developed as a rejection of, or rebellion
against, classical ballet, and also a way to express social concerns like socioeconomic
and cultural factors.
Please turn on pages 43-49 for more knowledge about Modern dance.

V. EVALUATION
Go to this link and study the basic Philippine folk dance steps.
https://www.youtube.com/watch?v=cjt7q2idCBQ

VI. REFERENCES
Aparato, Conrado R.; Talaroc-Brebante, Ruth; Fernando-Callo, Lualhati; Dajime, Peter
F. (2017). Physical Education and Health Volume II. Rex Book Store Inc.
A_damian #24. Philippine Folk dance: BASIC STEPS IN FOLK DANCE (PART 1).
Retrieved from: https://www.youtube.com/watch?v=cjt7q2idCBQ

STUDY GUIDE: PHYSICAL EDUCATION 3

GRADE LEVEL GRADE 12

TOPIC/TITLE Dance as a Competition
WEEK/S: Week 12-14

I. INTRODUCTION
Knowing and understanding the nature of a specific dance and mastering several
of its techniques are just the first few steps in learning the dance as a whole. Bringing it
to a different level such as a dance competition challenges the dancer to a certain
extent and further enhances experience.
Dance competitions are where dancers show off and compare their skills with
other dances. Depending on what is required of the dancers, competition is the main
focus. Several dance genres such as cheer dance, ballroom dance, street dance and
hip-hop dance are done not just for entertainment but for competition as well.

II. OVERVIEW OF THE LESSON

1. To know the origins of cheerleading and how cheer dance cam about;
2. To know the fundamental movement of which cheer dances are made of;
3. To execute the proper elements of cheers such as the cheer motions, arm and
body positions; and
4. To appreciate the skills and value of cheer dance as an activity to build people
through cheerleading.
5. To learn the basic skills and techniques in International Standard dance and
International Latin dance; and
6. To understand and learn the different benefits of dance sport while dancing.
7. To know the origins of street dance as they have developed in specific cultures;
8. To define the terms “hip-hop” and “street dance”;
9. To know the fundamental movements street dance steps are made of;
10. To identify the characteristics of hip-hop culture; and
11. To appreciate the value and skills in street dance as an activity for promoting
understanding among the peoples of the world.

III. OBJECTIVES
What you will learn in this topic:
- Discusses the nature of the different dances.
- Describes the connection of health behaviors (eating habits, sleep and stress
management) to health risks factors and physical activity assessment
performance.
- 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.
 - Explains the value of optimizing one’s health through participation in physical
activity assessment.

IV. DISCUSSION AND SELF-CHECK

Cheer dance is coined from the words cheer and dance. To cheer is to shout out
words or phrases that may well motivate team and perform better during the game.
Dance, on the other hand, is a physical activity where one expresses emotions or
gestures while performing bodily movement usually in time with rhythm.

Cheerleading is an activity in which the participants (called "cheerleaders") cheer

for their team as a form of encouragement. It can range from chanting slogans to
intense physical activity. It can be performed to motivate sports teams, to entertain the
audience, or for competition. Competitive routines typically range anywhere from one to
three minutes, and contain components of tumbling, dance, jumps, cheers, and
stunting.

Modern cheerleading combines elements of gymnastics with tosses, partner

stunts and pyramid building to wow the crowd. While these risky athletic elements add
excitement and entertainment to cheerleading routines, they also increase the risk of
injury. Ligament sprains, muscle strains, fractures, back pain and overuse injuries of the
arms are the most common.

How did cheer dance/cheerleading start?

You can see it in your textbook on page 53-73. Also you find there the different
cheer dance routines. From arm motions, tumbling, and the gymnastics skills in cheer
dance.

Dance sport has become an all-encompassing brand for an activity that is

uniquely accessible and sociable, allowing participants to improve physical fitness and
mental well-being, to interact, and to obtain results at all levels. Everybody is capable of
moving to music. And dance transgresses all barriers of age, gender and culture.

What are the characteristics, styles and terminologies in dance sport?

Refer to your textbook on pages 74-82.

Street dances includes all dance form that was born and developed in public
places and clubs. Unlike dances like ballet and ballroom dance these were not taught in
studios. They were practiced and improvised on the streets, block parties, night clubs or
any outdoor open space really.

Street dance includes hip-hop, house, traditional jazz, dancehall, whacking,

Charleston and so many more. If you include Latin America then even tango and rumba
(not the ballroom rumba) are street dances.
 Turn your book on pages 84-87 for more knowledge.

V. EVALUATION
Do Activity 1, #1 Cheer Motions (through video) on page 87 and Activity 2, Examining a
Cheer Dance Performance on page 88 from your textbook.

VI. REFERENCES
Aparato, Conrado R.; Talaroc-Brebante, Ruth; Fernando-Callo, Lualhati; Dajime, Peter
F. (2017). Physical Education and Health Volume II. Rex Book Store Inc.
 STUDY GUIDE: PHYSICAL EDUCATION 3

GRADE LEVEL GRADE 12

TOPIC/TITLE Dance-Related Injuries
WEEK/S: Week 15-16

I. INTRODUCTION
It’s the moment that all dancers and their teachers dread. Sustaining an injury in
dance can be at best, a ‘momentary’ interruption to dance training and performance, at
worst a career-ending catastrophe. Thankfully, dance medicine and science colleagues
have produced a vast range of conditioning and injury prevention strategies to enable
dancers to be stronger and ever more versatile, as well as take ownership over injury if,
as and when it might occur. Yet of course, by just looking at the repertoire of our
modern dance and ballet companies, we can see that choreographers and audiences
have increased their expectations of what the human body can achieve. Injury remains
a very real possibility.

Improving awareness of dance injury, in terms of how and when it might occur,
and ensuring dancers know about injury care, can play a large part in the successful
rehabilitation and timely return to dancing.

II. OVERVIEW OF THE LESSON

1. To enumerate the common acute and chronic dance-related injuries;
2. Explain the different intrinsic and extrinsic risk factors to musculoskeletal injuries;
and
3. To describe strategies on how to prevent acute and chronic dance-related
injuries.

III. OBJECTIVES
What you will learn in this topic:
- Describes the connection of health behaviors (eating habits, sleep and stress
management) to health risks factors and physical activity assessment
performance; and
- Explains the value of optimizing one’s health through participation in physical
activity assessment.
- Participate in an organized event that addresses health/dance issues and
concerns.

IV. DISCUSSION AND SELF-CHECK

The Meeuwisse Model for Injury Causation depicts the different risk factors that had
been identified in epidemiological studies. It also shows how risk factors interplay with
biochemical factors to trigger injury. It should be noted that having the risk factors alone
will not elicit injury. Furthermore, the presence of biochemical factors that a person
automatically gets a sprained ankle if he twists his ankle. Prevention strategies should
address both the risk factors and the inciting event.

To further understand these dance-related injuries, refer to your textbook on

pages 90-102.

Dancing is fun, exciting and requires strength and flexibility. Without the proper
skills and dexterity, a dancer can become injured. Whether you love dancing, are a
parent of a dancer or are a trainer, it’s important to know the most common injuries and
how to prevent them during dance training or live performances.

Dancing involves performing repetitive movements for many hours each day,
which can increase the risk of injuries. Most dancers have little time to rest and recover
from muscle soreness before starting another session, and they usually don’t have an
off-season. In some cases, dancers restrict their diets and become dehydrated.

Dancing for several hours a day can lead to a high risk of injury. After an intense
training session or performance, it’s best to take the next day off. When you work out for
two or three days a week, take two or three days off so your body can recover. This
recovery period will help you avoid stress fractures and overuse injuries. At the end of
the season, a four-week rest period is helpful for a full recovery.

V. EVALUATION
Performance Task:

Go to this link and study the basic Philippine folk dance steps.
https://www.youtube.com/watch?v=cjt7q2idCBQ

Goal Perform the folk-dance steps in that video clip with your
choice of folk-dance music.
Role Dancer/Choreographer
Audience Dancers/Students
The St. Albert the Great School Dance Company will be a
having a virtual folk-dance competition. As a member of
Situation the dance company, you are task to showcase one folk
dance.. Your dance must show the choreographic forms in
dance. Your dance will be viewed first by the school
choreographer for the approval.
Performance Standard See Rubrics Below..

Above Average (50) The folk dance steps are well-memorized and performed
with concentration, complete confidence and
 gracefulness.
Average (30) The folk dance steps are memorized and performed with
concentration and confidence.
Needs Improvement (20) The folk dance steps are not clearly demonstrated.
Performance has two or more breaks.

VI. REFERENCES
Aparato, Conrado R.; Talaroc-Brebante, Ruth; Fernando-Callo, Lualhati; Dajime, Peter
F. (2017). Physical Education and Health Volume II. Rex Book Store Inc.

Basic Philippine Folk Dance Steps.

https://www.youtube.com/watch?v=cjt7q2idCBQ