Week 01

Goals
o Read lectures and view videos for each individual page in sequential order.
o Post initial Unit 1 Discussion
o Post a reply to at least one student in the Unit 1 Discussion
o Take the Unit 1 Quiz

Learning Outcomes
o Discuss the importance of physical activities for the enhancement of growth and development.
o Identify the basis that supports to the implementation of Physical Education in the curriculum.
o Sequence the historical timeline of PE dates back ancient period
o Analyze individual level of fitness as a major goal of physical education
o Develops variety of fitness skills, which will provide a foundation for teaching fitness skills to others
o Explain the benefits of exercise
o Classify the components of physical fitness
o Assess individual level of fitness
o Compute the Body Mass Index (BMI)
o Follow and interpret the guidelines & rules of the test
o Analyze the appropriate activities to individual according to the classified result of PFT

Reading
Table of Reading Assignments
Week 01 Start/End Date Topics Reading
Development of Physical Education

Concepts of Physical Fitness and Wellness

August 15-18, 2022 Lessons 1, 2, 3, & 4
Factors in Achieving Fitness and Wellness

Fitness and Wellness Assessment

Classmate Profile: Writing Assignment

For this assignment, you will interview a classmate and write a profile about that classmate.

For the interview and profile, you will need:

 Paper for notes and a pen or pencil
 A phone or other recording device
 An English dictionary
 A list of questions
Initial Interview

Your instructor will pair you with a classmate. Ask your classmate the following questions. Take notes.
1. What is your full name?
2. Where and when were you born?
3. What is your current living situation (who do you live with and where)?
4. What do you think are the two most important events that happened in your life?
5. Tell me about two activities that interest you most.

Writing Interview Questions

On your own paper, write 15 questions that you can ask your classmate. Under each question, leave space for notes.

Use the answers to number 4 and 5 above to focus your questions. In other words, if your partner tells you they are interested in sports, write several questions about
sports such as 'What type of sports do you like?' and 'Why do you like....?'

Write open-ended questions. Open-ended questions invite a longer and more detailed answer, and often start with 'how,' or 'why.'

Second Interview

Interview your classmate. Follow the suggestions below.

 Interview your classmate and take notes on their answers to the questions.
 Consider using a recording device.
 Follow Celeste Headlee's advice and be a good listener.
 To start the interview, ask your classmate the standard background information to get the name, place he or she was born, age, etc.
 Ask your 15 questions
 Use open-ended questions and follow up questions; try to get more detail. For example, if you ask, "Do you like your job?" and he answers "yes," follow up with, "Why
do you like it?" If he responds, "Because it gives me a lot of free time," follow up with, "What do you like to do in your free time and why do you enjoy it?"
 You can ask for more information after the interview. Ask you classmate for their contact information so you can email, call or text them with any questions you think of
later.

Writing the Profile

Write a profile about your classmate. Use the information you learned from reading and watching profiles in the Chapter Exploring Profiles and analyzing profiles in What is a
Profile.
 Use your notes to write the profile. Be sure that the profile:
o Is one to two pages with double-spaced lines
o Keeps your audience, genre, and purpose in mind as you write the profile
 Audience: Your classmates
  Genre: Profile
 Purpose: To convince other students about the interesting lives of students in the class

Grading Criteria

Follow the bullet points in the grading rubric below about how to write a profile. A grid rubric is attached.
 Content (30 points) Your profile should...
o Have a focus on one positive aspect of your classmate (his or her education goal, a past or present important life experience, an important value(s), etc.)
o Include at least two of the following: The history of this person's achievements, a description of the person or what their life was in the past or what is happening in the
present, a photo, or a quotation from the person
o Be one to two pages double-spaced
o Be based on the interview questions and answers
o Reveal a rich and interesting conversation with the person you interviewed
 Organization/Format (15 points) Your profile should...
o Start with a sentence that shows the focus of the profile
o Include the person's first name in the first or second sentence
o Use at least two signal words for cohesion and coherence
o Look like a profile (see the examples in Chapter 1 and 2)
 Vocabulary/Style/Tone (20 points) Your profile should...
o Have a formal, positive and friendly tone
o Use the third person voice (the person's name and he/she/"my classmate")
o Be written in your own words. Do not copy from any other source
o Use sufficient vocabulary to describe your classmate and the focus in detail
 Grammar and Sentence Structure (25 points) Your profile should...
o Use the verb tenses needed to talk about your classmate and his/her life events (present simple and continuous, past simple and continuous, and future)
o Include a variety of sentence types
o Be carefully edited for accuracy
 Mechanics (5 points) Your profile should...
o Use correct capitalization, punctuation (periods, commas, etc.) and spelling
 Notes/Mind Map (5 points)
o Have sufficient and accurate notes taken before writing to complete the writing task

Profile Grading Rubric, Grid format

Profile Writing
Write a brief profile of the 10 classmates that you have interviewed in this week’s course orientation. Your purpose is to convince other students about the interesting lives of
students in the class. In your profile, focus on what is unique about them; their hobbies; or their special skills. Also include their basic information, most important events that
happened in their lives, activities that interest them the most, and a lot more.

You can ask for more information after the interview. Ask you classmates for their contact information so you can email, call or text them with any questions you think of later.

Grading Criteria

Follow the bullet points in the grading rubric below about how to write a profile. A grid rubric is attached.

Content (30 points) Your profile should...

o Have a focus on one positive aspect of your classmate (his or her education goal, a past or present important life experience, an important value(s), etc.)
o Include at least two of the following: The history of this person's achievements, a description of the person or what their life was in the past or what is happening in the
present, a photo, or a quotation from the person
o Be one to two paragraph double-spaced
o Be based on the interview questions and answers
o Reveal a rich and interesting conversation with the person you interviewed

Organization/Format (15 points) Your profile should...

o Start with a sentence that shows the focus of the profile
o Include the person's first name in the first or second sentence
o Use at least two signal words for cohesion and coherence
o Look like a profile (see the examples in Chapter 1 and 2)

Vocabulary/Style/Tone (20 points) Your profile should...

o Have a formal, positive and friendly tone
o Use the third person voice (the person's name and he/she/"my classmate")
o Be written in your own words. Do not copy from any other source
o Use sufficient vocabulary to describe your classmate and the focus in detail

Grammar and Sentence Structure (25 points) Your profile should...

o Use the verb tenses needed to talk about your classmate and his/her life events (present simple and continuous, past simple and continuous, and future)
o Include a variety of sentence types
o Be carefully edited for accuracy

Mechanics (5 points)
 Your profile should...
o Use correct capitalization, punctuation (periods, commas, etc.) and spelling

Notes/Mind Map (5 points)

o Have sufficient and accurate notes taken before writing to complete the writing task

Profile Grading Rubric, Grid format

Profile Rubric

Criteria Description: Your profile should... Points

Content Have a focus on one positive aspect of your classmate (his or her education goal, a past or present important life experience, an important ____/30
value(s), etc.)
Include at least two of the following: The history of this person's achievements, a description of the person or what their life was in the past or
what is happening in the present, a photo, or a quotation from the person
Be one to two paragraph double-spaced
Be based on the interview questions and answers
Reveal a rich and interesting conversation with the person you interviewed

Organization and Start with a sentence that shows the focus of the profile ___/15
Format Include the person's first name in the first or second sentence
Use signal words for cohesion and coherence

Vocabulary and Have a formal, positive and friendly tone ___/20

Tone Use the third person voice (the person's name and he/she/"my classmate")
Be written in your own words. Do not copy from any other source
Use sufficient vocabulary to describe your classmate and the focus in detail

Grammar Use the verb tenses needed to talk about your classmate and his/her life events (present simple and continuous, past simple and continuous, ___/25
and future)
Include a variety of sentence types
Be carefully edited for accuracy

Mechanics Use correct capitalization, punctuation (periods, commas, etc.) and spelling ___/5

Preparation Have sufficient and accurate notes taken before writing to complete the writing task ___/5

Total points and

notes
Week 02
INTRO: Self-Awareness Worksheet 1 (PE)

JOURNALS: Do You Truly Know Yourself? (PE)

Answer the following questions about your self as fully and precisely as you can.

1. How would you characterize your self?

2. What makes you stand out from the rest? What makes your self special?

3. How has your self transformed itself?

4. How is your self connected to your body?

5. How is your self related to other selves?

 6. What will happen to your self after you die?

Tips for success:

o Make sure you have written a paragraph or two. Use correct grammar and punctuation.
o Be accurately straightforward in writing. Speak your mind.
o These journals will only be read by myself so I want you to feel comfortable with writing your thoughts when it comes to your standpoints and beliefs.

ANALYSIS (PE)

Were you able to answer the questions above with ease? Why? Which questions did you find easiest to answer? Which ones are difficult? Why?

Questions Easy or difficult to answer? Why?

Tips for success:

o Make sure you have picked one or two questions and written your views on why is it the easiest or the hardest. Use correct grammar and punctuation.
o Be accurately straightforward in writing. Speak your mind.
o These journals will only be read by myself so I want you to feel comfortable with writing your thoughts when it comes to your standpoints and beliefs.

Why is it important to know my body mass index?

Your BMI is often used by the medical community and health agencies to assess one’s risk for weigh- related diseases. BMI can give you an idea of your individual risk by placing
you in a particular weight category. It is not the only risk indication tool out there but it is easy to perform and can be a great start in assessing risk. The BMI weight categories are
based on the relationship between body weight and disease. Generally speaking, as a person's BMI increases, so does his or her risk of certain diseases including:
 High blood pressure
 heart disease
 high cholesterol and blood lipids (LDL)
 Type 2 Diabetes
 sleep apnea
 osteoarthritis
 female infertility
 gastroesophageal reflux (GERD)
 urinary stress incontinence

It is difficult to improve what we cannot measure; and BMI an additional number that we can use to measure our progress. – Wendy Watts
To measure your health progress, you are tasked to calculate your BMI

BMI is a measure of your general health and is based on your height and weight ratio. If your BMI is high, you may have an increased risk of developing certain diseases
including:
 High blood pressure
 heart disease
 high cholesterol and blood lipids (LDL)
 Type 2 Diabetes
 sleep apnea
 osteoarthritis
 female infertility
 gastroesophageal reflux (GERD)
 urinary stress incontinence

The following is a chart of BMI ranges: http://www.nhlbi.nih.gov/guidelines/obesity/bmi_tbl.pdf

The following is a BMI calculator: http://www.mayoclinic.com/health/bmi-calculator/NU00597 - Dr. Mike Clark, DPT

Week 02

Your Fitness Intelligence Worksheet

Physical fitness is defined as being in a general state of health and well-being or specifically the ability to perform aspects of sports or occupations. Being at a high level of
physical fitness can be achieved through a combination of daily physical activity, exercise , and a healthy diet.
Download and complete Your Fitness Intelligence Worksheet in MS Word using this link:
Fitness Goals Agreement

Are you feeling ready to make a change to your health and fitness, but aren't sure where to begin? Accomplishing fitness goals agreement is a
great way to give yourself direction, motivation, and set yourself up for success.

Whether you're wanting to make movement a part of your daily lifestyle, are training for an event or want to challenge yourself with a new sweat program, your goals need to
inspire you to take action.

Download and complete you Fitness Goals agreement through this link:

What is goal setting?

Goal setting can be a powerful way of helping you to plan ahead and achieve what you want in life.

To create your own health and fitness goals, identify what you want to achieve, or an area you want to improve on, and then focus on the active steps you need to take to achieve
that goal.

Journal Entry 01

Assessment of student performance may also be supported through the use of journals. Student journal is an exercise in self-reflection and meant to increase self-awareness. As a
fitness student in training, you are the instrumental, and so it is crucial to reflect upon your process. Feel free to write in stream-of-consciousness. Write it to yourself for yourself.

Journals may be structured or a general review of the events of the week in the physical education class. Entries may comment on a specific activity or topic or provide a broad
reflection on progress or an issue. Journals are an important aspect of communication between the student and teacher.

Your entry should be a minimum of 250 words that recollects your response (as well as your thoughts both positive and negative, feelings, suggestions, likes and dislikes,
beliefs, concerns, etc.) to the experiences you had with calculating BMI and the warm-up, stretch & cool down exercises. Please be diligent in keeping the topics relevant to
the course work although there will be times when outside issues may be relevant to your writing and your experiences in the classroom. It is a good place for you to pose
questions to yourself or to me, and a great place for you and I to dialogue through writing.

Tips for success:

o Make sure you have written a minimum of 250 words. Use correct grammar and punctuation.
o Write about something you felt successful of doing in class and then something you struggled with.
o These journals will only be read by myself so I want you to feel comfortable with writing your thoughts regarding class and your experiences this term in physical
education.

Prompts for Journal Reflection/Free Write

 This week we talked/learned/participated . . .

 I tried to . . .
 I asked . . .
  I found out . . .
 I wish I had . . .
 One question I’m taking away to think more about is . . .
 The steps I took to participate effectively were . . .
 To solve these problems I . . .
 The resources and people I used to help me were . . .
 I accomplished . . .
 I was happy when . . .
 I was proud when . . .
 I was frustrated when . . .
 I was a leader when . . .

Points: 20
Submitting: a text entry box

Due:
Rubric: Journal Reflection Rubric

Journal Entry 01 (Copy)

Assessment of student performance may also be supported through the use of journals. Student journal is an exercise in self-reflection and meant to increase self-awareness. As a
fitness student in training, you are the instrumental, and so it is crucial to reflect upon your process. Feel free to write in stream-of-consciousness. Write it to yourself for yourself.

Journals may be structured or a general review of the events of the week in the physical education class. Entries may comment on a specific activity or topic or provide a broad
reflection on progress or an issue. Journals are an important aspect of communication between the student and teacher.

Your entry should be a minimum of 250 words that recollects your response (as well as your thoughts both positive and negative, feelings, suggestions, likes and dislikes,
beliefs, concerns, etc.) to the experiences you had with calculating BMI and the warm-up, stretch & cool down exercises. Please be diligent in keeping the topics relevant to
the course work although there will be times when outside issues may be relevant to your writing and your experiences in the classroom. It is a good place for you to pose
questions to yourself or to me, and a great place for you and I to dialogue through writing.

Tips for success:

o Make sure you have written a minimum of 250 words (2-3 paragraph). Use correct grammar and punctuation.
o Write about something you felt successful of doing in class that week and then something you struggled with.
o These journals will only be read by myself so I want you to feel comfortable with writing your thoughts regarding class and your experiences this term in physical
education.
o You can choose for the folloowing journal reflection prompts in building your thoughts.

Prompts for Journal Reflection/Free Write

 This week we talked/learned/participated . . .

 I tried to . . .
 I asked . . .
  I found out . . .
 I wish I had . . .
 One question I’m taking away to think more about is . . .
 The steps I took to participate effectively were . . .
 To solve these problems I . . .
 The resources and people I used to help me were . . .
 I accomplished . . .
 I was happy when . . .
 I was proud when . . .
 I was frustrated when . . .
 I was a leader when . . .

Points: 20
Submitting: a text entry box

Due:
Rubric:

Performance Task 01
VLOG: Calculating BMI

BMI is a measure of your general health and is based on your height and weight ratio. If your BMI is high, you may have an increased risk of developing certain diseases. To
measure your health progress, you are tasked to create a VLOG (Video Log) calculating your BMI to generate an awareness of how your health may be affected. Reflect on
how the BMI numbers will affect your overall health. Include your reflection explaining how you felt about your results and if the information has motivated you to take
further action to achieve a better state of wellness.

Tips for success:

 Calculate your BMI accurately using either the kg-m or pound-inch procedure.
 Insert your calculation in the video if possible to enhance it digitally.
 Include a reflection explaining your personal analysis of your BMI classification
 State an action plan or future plans to improve individual wellness.
 Communicate in English language all throughout the duration of the video.
 Your video should be in a landscape format.

Note:
*You can add the footage or recordings while you’re taking your height and weight in LPU Clinic or in the comforts of your homes.
*Upload the link of your VLOG, but not the whole file for it would consume a lot of storage space in our LMS.

Calculating BMI Rubric

Category 4 Exemplary 3 Proficient 1 Beginning Points

 Assignment Video clearly defined explanations drawn
Completion/Content from what the calculated numbers may
indicate in relation to your overall health.
Analysis of what may need to change and
plan of action to improve individual
wellness. Examples: change in diet,
exercise, further testing.
Reflection Complete detailed sentences explaining
personal analysis and clearly defined future
plans to improve one's overall wellness.
Accuracy of All information presented in writing was
Information clear, accurate and thorough.
BMI calculations present in the video
including reflections on health-related
consequence in relation to overall health
and statement describing the student's plan
of action.
Brief statements explaining personal
analysis and unclear future plans.
Most information presented in writing was
clear, but was not usually accurate.
Calculations present. Brief answers to
reflection questions. No plan of action.
Weak or no personal analysis, no future
plans.
Most of the information was inaccurate or
not clear.

Digital Enhancements Digital enhancements are Any digital enhancements that Little or no enhancements add interest to
or Effects planned and purposeful, adding impact to are used combine smoothly the video, or
the story line or focus and effectively with the video excessive use of random
enhancements detract from the video.

ACTIVITY 02
Warm up, Stretch and Cool Down Exercises

Research shows that warming up helps prepare your body for aerobic activity. A warm up gradually revs up your cardiovascular system by raising your body temperature and
increasing blood flow to your muscles. Warming up may also help reduce muscle soreness and lessen the risk of injury. Stretching, on the other hand, is form of physical exercise
in which a specific muscle or tendon (or muscle group) is deliberately flexed or stretched in order to improve the muscle's felt elasticity and achieve comfortable muscle tone. The
result is a feeling of increased muscle control, flexibility, and range of motion. And cooling down is done after a more intense physical activity, to allow the body to gradually
transition to a resting or near-resting rate. Cooling down allows the heart to return to its resting rate.

When done correctly, warming up, stretching, and cooling down exercises may offer help in reducing your risk of injury and improving your athletic performance. As a health and
wellness enthusiast, you are tasked to perform light dynamic warm-up exercises, static or dynamic stretching exercises, and cool down exercises with 8 or 16 seconds
counting interval. You have to film your pre-workout routine and edit your exercise video. Save your video clip and upload over Canvas. Don't forget to label your output
with names of group members and program.

Tips for success:

 Wear comfortable clothes and well-padded shoes. Bring an exercise mat if it’s needed.
 Be sure to take appropriate breaks during the activity.
 Stay HYDRATED. Have a water bottle ready with you when performing the exercises.
 Change your clothes immediately after the activity especially if you're sweating profusely.
 Make sure to insert names of the exercises in the video if possible to enhance it digitally.
  Your video should be in a landscape format with a minimum length of 10 minutes.
Note:
*Upload the link of your VLOG, but not the whole file for it would consume a lot of storage space in our LMS.
Category 4 Exceeding
Warm-Up Students provide detailed
exercises that make sense to the
routine. The student intends to
warm-up the muscles that will be
used during the workout.
Stretching Student exhibited proper
stretching technique for all
stretches covered.
Cool Down Student demonstrates a complete
understanding of the components
of a proper cool-down.
Preparedness Group is completely prepared
and has obviously rehearsed.
Participation All members participate in the
routine. The group is extremely
well put together. Everyone is
focused and on task.
Warm-up, Stretch & Cool Down Exercises Rubric
3 Meeting
Students provide fairly detailed
exercises. Most of the exercises
will properly warm-up the
muscles being used in the
exercise routine.
Student exhibited proper
stretching technique for most
stretches covered.
Student demonstrates a strong
understanding of the
components of a proper cool-
down.
Group seems prepared, but
could have used a couple more
rehearsals.
All members participate in the
routine. The group is well put
together. Good effort from
everyone.
2 Approaching
Students provide a few
exercises, only a few muscle
groups used in the exercises.
The exercises are not detailed.
Student exhibited proper
stretching technique for a
couple stretches covered.
Student demonstrates a
somewhat limited
understanding of the
components of a proper cool-
down.
Group is somewhat prepared,
but could have used a lot
more rehearsals.
Most members participate in
the routine. The group is put
together, but not everyone is
trying.
1 In-progress Points
Students did not include any
warm up exercises in the
routine.
Student did not exhibit proper
stretching technique for any
stretches covered.
Student demonstrates no
understanding of the
components of a proper cool-
down.
Group is not prepared and it is
clear that rehearsal was
definitely lacking.
Some members participate in
the routine. The group is not
put together at all. Effort is
minimal.
PE Group Dance Presentation
Enter rubric description
Creativity and
Interpretation
Ability to incorporate music
that goes in accordance with
the theme selection
Rhythm/Tempo
Ability to stay in time with the
music
Preparedness
The dance was well rehearsed.
Enthusiasm
Involvement in the emotion or
mood of the dance.
Poor
8 pts
Poor
The music did not accurately
express the theme presented.
Poor
The group attempts to keep a
rhythm, but often gets off beat
and speeds up or falls behind.
Doesn't follow beat in music.
Poor
Group is not prepared to
perform at all.
Poor
No use of facial expressions or
body language. Did not
demonstrate an interest in
performance.
Fair/ Below Average
10 pts
Fair/ Below Average
The music somewhat expressed the
theme presented.
Fair/ Below Average
The group rarely shows a basic
understanding of tempo and beat, but
sometimes falls behind and/or speeds
up in places or makes errors in
rhythm.
Fair/ Below Average
Group is not prepared and it is clear
that rehearsal was definately lacking.
Fair/ Below Average
Very little use of facial expressions or
body language. Did not demonstrate
much interest in performance.
Good/Average
12 pts
Good/Average
The music was good enough to
hold some relation to the theme
presented.
Good/Average
The group shows a good
understanding of tempo and beat
but periodically gets off beat or
makes errors in rhythm.
Good/Average
Group is somewhat prepared, but
could have used a lot more
rehearsals.
Good/Average
Facial expressions and body
language are sometimes used to
generate emotions.
Above average
14 pts
Above average
Excellent choice of music i
relation to theme present
but does not accurately ex
the theme presented.
Above average
The group shows great
understanding of tempo a
beat by rarely getting off b
or making errors in rhythm
Above average
Group seems prepared, b
could have used a couple
rehearsals.
Above average
Facial expressions and bo
language are often used to
generate a strong interest
enthusiasm.
 Member Participation Poor Fair/ Below Average Good/Average Above average

One member participates in the Some members participate in the Most members participate in the All members participate in
The members of the group dance. The group is a mess. No dance. The group is not put together dance. The group is put together dance. The group is well p
participate in the dance effort at all. at all. Effort is minimal. ok, but not everyone is trying. together. Good effort from
routine. everyone.

Journal Entry 01
This journal is an exercise in self-reflection and meant to increase self-awareness. As an actor, you are the instrument, and so it is crucial to reflect upon your
process. Feel free to write in stream-of-consciousness. Write it to yourself for yourself.

The entry should be a minimum of 250 words that recollects your response (as well as your thoughts both positive and negative, feelings, suggestions, likes and
dislikes, beliefs, concerns, etc.) to the classwork that week. Please be diligent in keeping the topics relevant to the course work although there will be times when
outside issues may be relevant to your writing and your experiences in the classroom. It is a good place for you to pose questions to yourself or to me, and a great
place for you and I to dialogue through writing.

Prompts for Weekly Journal Reflection/Free Write

 Today we talked/learned/participated . . .
 I tried to . . .
 I asked . . .
 I found out . . .
 I wish I had . . .
 One question I’m taking away to think more about is . . .
 The steps I took to participate effectively were . . .
 To solve these problems I . . .
 The resources and people I used to help me were . . .
 I accomplished . . .
 I was happy when . . .
 I was proud when . . .
 I was frustrated when . . .
 I was a leader when . . .

Tips for success:

o Make sure you have written a minimum of 250 words. Use correct grammar and punctuation.
o Write about something you felt successful of doing in class this week and then something you struggled with.
 o These journals will only be read by myself so I want you to feel comfortable with writing your thoughts regarding class and your experiences this term in
actor training.
Points: 20
Submitting: a text entry box
Due:
Rubric:
ACTIVITY 03
Aerobic Exercises (Zumba)
Students
Category
Knowledge of
Choreography
Memory of the routine
and execution of the
moves looks true to the
moves that were
choreographed.
Technical Skills
Pointing toes, back
straight, arm placement is
not sloppy, moves are
executed smoothly.
Performance Skills
Projection of eye contact
and cheerful facial
expressions with the
audience. The dancer is
Aerobic Exercises (Zumba) Rubric
25 Excellent 20 Good 15 Acceptable 10 Partial 5 Minimal Points
Demonstrates mastery, Demonstrates good Demonstrates knowledge Demonstrates some Remembers a few of the
excellent knowledge of knowledge of of choreography. Keeps knowledge of steps/ movements and
the choreography and choreography. Keeps up up with group. Some choreography, but unsure tries, but looks lost and
does it well. with group. Few errors, errors (3-5 errors) causing of some movements. out of sync with others.
however it does not brief pause in Sometimes hesitates/
interfere with performance. watches others and
performance. makes several errors
Dance performed with Dance performed with Dance performed with Only some Although remembers
great attention to quality attention to details of attention to most details of understanding of some of dance, little
of movement, body technique, has attained technique, but hasn't technical elements (i.e. attention paid to how
position, placement on proficiency in dance attained proficiency in footwork, quality of movements are done or
stage and other details of style. dance style yet. Some movements, body other details of dance.
dance. Also demonstrates technical errors. positions) demonstrated
an excellent in performance.
understanding of dance
style.
The dancer draws the The dancer The dancer communicates The dancer is generally The dancer is not very
audience in to want to communicates with with audience through eye focused, but only some focused on making eye
watch them and is able to audience through eye contact and facial and attempt made to grab contact, concentrated or
engage the audience contact and facial and body expression. attention of the audience committed to
completely through their body expression. Is able Occasionally loses focus. with eye contact and performance.
confident with performance. A true joy to engage the judges. good facial expression.
movements. to watch!
Musicality Shows a complete Accurate in beat, tempo, Generally accurate in Shows a basic Attempts to keep a
Staying on count and with understanding of tempo rhythms of dance beat, tempo, rhythms of understanding of tempo rhythm, but gets off
the beats of the music. and beat and stays on sequences throughout the dance sequences most of and beat, but falls behind beat and speeds up or
rhythm throughout the dance. the time. and/or speeds up in falls behind often.
dance. places or makes errors in Doesn't follow beat in
rhythm. music.